6th Grade Science - PBworks · WCPSS 6th Grade Pacing Guide ... processes and behaviors of plants that enable them to survive and reproduce

6th Grade

Science

2013-14

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WCPSS 6th Grade Pacing Guide

WCPSS Middle School Science (919)-431-7673 Page 1

Standard Title of Unit Number

of weeks

Page #s

Beginning of the year activities 2

6.P.2- Understand the structure, classifications and physical properties of matter.

What’s the Matter?

6 25-31

6.P.1- Understand the properties of waves and the wavelike property of energy in earthquakes, light and sound waves 6.P.3- Understand characteristics of energy transfer and interactions of matter and energy.

Catch a Wave 6 32-45

6.E.2- Understand the structure of the earth and how interactions of constructive and destructive forces have resulted in changes in the surface of the Earth over time and the effects of the lithosphere on humans.

The Land Beneath our Feet

5 46-54

6.E.1- Understand the earth/moon/sun system, and the properties, structures and predictable motions of celestial bodies in the Universe.

Space Invaders

5 55-61

6.L.2- Understand the flow of energy through ecosystems and the responses of populations to the biotic and abiotic factors in their environment.

Growing and Flowing

9 62-74

6.L.1- Understand the structures, processes and behaviors of plants that enable them to survive and reproduce.

Review of 6th grade content

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WCPSS 6th grade Essential Standards Updated on August 29, 2011

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6th Grade 2012‐2013

Essential Standard Essential Understandings The students will understand that…

Essential Questions Number of Weeks

6.E.1 Understand the earth/moon/sun system, and the properties, structures and predictable motions of celestial bodies in the Universe.

The earth, moon, and sun operate as a system. Celestial bodies have unique properties, structures, and predictable motions.

How do the Earth, moon and sun interact as a system? How do the properties, structures, and motions of Earth compare to other celestial bodies in the Universe?

Clarifying Objective Essential Understandings The students will understand that…

Essential Questions Essential Vocabulary

6.E.1.1 Explain how the relative motion and relative position of the sun, Earth and moon affect the seasons, tides, phases of the moon, and eclipses.

The interactions of the sun, moon, and Earth cause the seasons, tides, eclipses, and moon phases.

What is affected by the relative motion and position of the sun, moon, and earth?

Seasons Tides Eclipse Rotation Revolution Hemisphere Equator Phases

DPI Unpacked Content: 6.E.1.1 The number of hours of daylight and the intensity of the sunlight both vary in a predictable pattern that depends on how far north or south of the equator the place is. This variation explains why temperatures vary over the course of the year and at different locations. The Earth’s moon revolves around the Earth as both go through space and revolve around the Sun. From Earth, our moon appears in a series of phases that repeat in a regular cycle. Since the rotational period of the moon is the same as its period of revolution around the Earth, the same side of the moon is always viewed from Earth. The moon and the Sun each exert a gravitational pull on the Earth. These gravitational forces can be aligned or in opposition to one another. These forces as well as the Earth rotation have a major impact on the Earth’s ocean tides. Ocean tides follow a predictable pattern. The alignment of the Sun, Earth and Moon can produce shadows on the Earth or Moon resulting in Lunar or Solar Eclipses. Eclipses are also predictable. The Earth’s north‐south axis is tilted at an angle, as compared with the plane of its revolution around the Sun. The rotation of the Earth causes all parts of the Earth to experience periods of daylight and darkness. The revolution of the Earth around the Sun on its tilted axis along with its daily rotation causes varying lengths of daylight on the Earth’s surface as well as changes in the directness and intensity of

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sunlight. This results in a yearly cycle of seasons for much of the Earth’s surface. The tilt of the Earth’s axis also results in the seasons being ‘reversed’ in the Northern and Southern hemispheres. (e.g.: winter in North America corresponds to summer in South America.) Clarifying Objective Essential Understandings

The students will understand that… Essential Questions Essential

Vocabulary 6.E.1.2 Explain why Earth sustains life while other planets do not based on their properties (including types of surface, atmosphere and gravitational force) and location to the Sun.

Earth can sustain life based on its type of surface, gravitational force, and its location to the Sun.

Other planets do not appear to sustain life based on their properties and their locations to the Sun.

How is Earth able to sustain life while other planets do not appear to be able to sustain life?

Properties Surface Atmosphere Gravitational force Sustain

DPI Unpacked Content: 6.E.1.2 Eight planets of very different size, composition, and surface features move around the sun in nearly circular orbits. Some planets have a variety of moons and even flat rings of rock and ice particles orbiting around them. Some of these planets and moon show evidence of geologic activity. The earth is orbited by one moon, many artificial satellites, and debris. The Solar System consists of the Sun, planets, moons, asteroids, meteors, comets, dust, gases and primarily empty space. The Sun is the major source of heat and light for the solar system. Everything in the solar system is under the direct influence of the Sun’s gravitational pull. Planets are the largest objects in the solar system and due to the Sun’s gravitational pull; they revolve around the sun with known frequencies. Atmosphere is a layer of air, made up of many layers and gases that surround the Earth’s surface keeping humans safe from the sun’s radiation. The Earth formed in just the right place with just the right ingredients for life to flourish. Our planet has liquid water, a breathable atmosphere and a suitable amount of sunshine to sustain life. Clarifying Objective Essential Understandings


Vocabulary 6.E.1.3 Summarize space exploration and the understandings gained from them.

Space exploration has allowed us to increase our scientific knowledge and benefit from technological advancements.

How has space exploration affected life on Earth?

‐Composition ‐Solar radiation ‐Probes ‐International Space Station ‐Hubble telescope ‐Chandra X‐ray Observatory ‐Fermi‐Gamma‐ray Telescope

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DPI Unpacked Content: 6.E.1.3 Space exploration has allowed humans to learn much about the workings of the solar system, the composition of planets and moons, and the effects of many types of solar radiation on the Earth and its inhabitants. In preparing for the challenges of space exploration, people have developed tools and products that have become very important in enriching our lives. Humans have traveled to the moon, landed probes on Mars and Venus, and sent probes speeding past Jupiter, Saturn and Uranus. An International Space Station, through the joint effort of many countries, was built to allow space to be studied continually. We also had the Hubble Telescope built so scientists could learn much more about the uniqueness of Earth and its place in our solar system and universe. Scientists have also learned that there are millions of galaxies in space, each containing solar systems. Many of our modern conveniences such as microwaves and hand held calculators are the result of products developed for use in the space program. The Chandra X‐ray Observatory is part of NASA’s fleet of “Great Observatories” along with the Hubble Space Telescope, the Spitizer Space Telescope and the now de‐orbited Compton Gamma Ray Observatory. Chandra allows scientists from around the world to obtain X‐ray images of exotic environments to help understand the structure and evolution of the universe. Other telescopes, such as the Fermi‐Gamma‐ray Space Telescope has unveiled a previously unseen structure centered in the Milky Way. The feature spans 50,000 light‐years and may be the remnant of an eruption from a supersized black hole at the center of our galaxy.


Essential Questions Number of Weeks

6.E.2 Understand the structure of Earth and how interactions of constructive and destructive forces have resulted in changes in the surface of Earth over time and the effects of the lithosphere on humans.

The Earth’s surface is always changing because of its structure. Constant lithospheric changes affect human activity. Changes to the Earth’s surface can be constructive or destructive.

How does structure affect function? How have constructive and destructive forces changed the surface of the Earth over time? How does a changing lithosphere impact humans?



6.E.2.1 Summarize the structure of the earth, including the layers, the mantle and core based on the relative position, composition

Earth is composed of layers that are stacked on top of one another. The layers of Earth are made up of different materials that have different

How does the Earth stack up? Why are Earth’s layers in this order?

Core Mantle Crust Lithosphere Density

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and density.

densities. Composition Relative position

DPI Unpacked Content: 6.E.2.1 The earth is composed – primarily‐ of rock. Three‐fourths of the earth’s surface is covered by a relatively thin layer of water (some of it frozen), and the entire planet is surrounded by a relatively thin layer of gas we call the atmosphere. The Earth has a solid inner core that is surrounded by a liquid outer core. The inner core is a solid section of the Earth and is unattached to the mantle, being suspended by the molten outer core. The inner core is predominantly iron metal with significant amounts of the element nickel. This inner layer in mutual combination with the rotational motion of the Earth creates a dynamo effect where a force field is generated. This field is also known as Earth’s magnetic field. In terms of the physical aspects of the outer core, the layer is dense but not as dense as pure molten iron. Surrounding the entire dense, metallic core is a thick, hot, convective layer called the mantle. The crust consists of many continental and oceanic plates that have slowly moved and changed positions on the globe throughout geologic time.

6.E.2.2 Explain how crustal plates and ocean basins are formed, move and interact using earthquakes, heat flow and volcanoes to reflect forces within the earth.

Forces within the Earth form and move crustal plates and ocean basins. Crustal plates can interact with one another due to forces within the earth.

How does the inside of Earth affect the outer layers of Earth?

crustal plate ocean basin earthquake volcano heat flow Pangaea Plate tectonics Continental drift Primary waves Secondary waves Surface waves

DPI Unpacked Content:

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6.E.2.2 The earth's plates sit on a dense, hot, somewhat melted layer of the earth. The plates move very slowly, pressing against one another in some places and pulling apart in other places, sometimes scraping alongside each other as they do. Mountains form as two continental plates, or an ocean plate and a continental plate, press together. There are worldwide patterns to major geological events (such as earthquakes, volcanic eruptions, and mountain building) that coincide with plate boundaries. Lithospheric plates on the scale of continents and oceans constantly move at rates of centimeters per year as a result of movements in the mantle coupled with characteristics of the plates themselves. Major geological events, such as earthquakes, volcanic eruptions, and mountain building, result from these plate motions. The crustal plates range in thickness from a few to more than 100 kilometers. Ocean floors are the tops of thin oceanic plates that spread outward from mid‐ocean rift zones; land surfaces are the tops of thicker, less‐dense continental plates. Earth is made up of 4 different layers: inner core, outer core, mantle, crust. Seismologists have studied how wave energy travels through the different layers of Earth. Waves have characteristics: frequency, wavelength, amplitude and speed. During an earthquake, energy is released into the Earth as: Primary waves, Secondary waves and Surface waves.

Clarifying Objective Essential Understandings


Vocabulary 6.E.2.3 Explain how the formation of soil is related to the parent rock type and the environment in which it develops.

Soil is formed by a combination of rock particles and environmental factors.

What is the relationship between rocks, soil, and the environment?

Soil Environment Parent rock Organic material Weathering Erosion Texture Particle size pH Fertility Rock cycle Igneous rock Sedimentary rock Metamorphic rock Minerals

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DPI Unpacked Content: 6.E.2.3 Although weathered rock is the basic component of soil, the composition and texture of soil and its fertility and resistance to erosion are greatly influenced by plant roots and debris, bacteria, fungi, worms, insects, rodents, and other organisms. The upper‐most layer of the continental crust is covered by soil. The ingredients in soils can vary from place to place and around the Earth. Different soils have many properties such as texture, particle size, pH, fertility and ability to hold moisture. Depending upon the combination of properties, soils have great variability in their ability to support structures and plant growth. Forces deep inside Earth and at the surface produce a slow cycle that builds, destroys, and changes the rocks in the crust. Plate movements start the rock cycle by helping to form magma, the source of igneous rocks. Plate movements also cause faulting, folding and other motions of the crust that help to form sedimentary and metamorphic rock. Minerals form as hot magma cools inside the crust, or as lava hardens on the surface. When these liquids cool to a solid state, they form crystals. When elements and compounds that are dissolved in water leave a solution, crystallization of minerals occurs. Soil is a mixture of: rock particles, minerals, decayed organic matter, water and air. Soil forms as rock is broken down by weathering and mixes with other materials on the surface.



6.E.2.4 Conclude that the good health of humans requires: monitoring the lithosphere, maintaining soil quality and stewardship.

Humans can affect the quality of the soil. Soil quality can affect human health. Humans are responsible for monitoring and maintaining soil quality.

How does soil quality affect humans and how do humans affect soil quality?

‐Environment ‐Lithosphere ‐Soil quality ‐Stewardship ‐Vegetative cover ‐Contour plowing ‐Conservation plowing ‐land use ‐Crop rotation ‐Remote sensing


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6.E.2.4 The environment may contain dangerous levels of substances that are harmful to human beings. Therefore, the good health of individuals requires monitoring the soil, air, and water and taking steps to make these factors safe for all organisms. Evaluate ways in which human activities have affected Earth’s pedosphere and the measures taken to control the impact: vegetative cover, agriculture such as contour plowing, conservation plowing, land use, nutrient balance (crop rotation), and soil as a vector. Technology, such as remote sensing, has allowed humans to better study the human impact on soil quality and erosion processes so that the soil can be protected and preserved. Over time, remote sensing information can tell us how humans are constantly changing the surface of the Earth and what impact these changes are likely to produce. Technologies can also assist in finding ways to help prevent erosion. It is important that humans be stewards of the pedosphere.


Essential Questions Number of weeks

6.L.1 Understand the structures, processes and behaviors of plants that enable them to survive and reproduce.

The interaction of structures, processes, and behaviors in plants enable them to survive and reproduce.

How do plants survive and reproduce?



6.L.1.1 Summarize the basic structures and functions of flowering plants required for survival, reproduction and defense.

Flowering plants have structures and functions that allow them to survive, reproduce, and defend themselves.

How do flowering plants survive, reproduce, and defend themselves?

Petals Sepals Stamens Anther Pistil


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6.L.1.1 Animals and plants have a great variety of body plans and internal structures that contribute to their being able to make or find food and reproduce. The process of sexual reproduction in flowering plants takes place in the flower, which is a complex structure made up of several parts. Some parts of the flower are directly involved in fertilization and seed production. Other flower parts have functions in pollination. A flower is made up of six parts: petals‐are leaf like, usually colorful structures arranged in a circle around the top of a flower stem. Sepals are modified leaves that encase the developing flower. They are sterile floral parts and may be either green or leaf like or composed of petal like tissue. Inside the circle of petals are the stamens. A stamen is the male reproductive structure of a flower. At the tip of the stamen is the anther. The anther produces pollen that contains sperm. At the center of the flower, attached to the top of the flower stem lie one or more pistils. The pistil is the female structure of the flower. The bottom portion of the pistil enlarges to form the ovary, a structure with one or more ovules, each containing one egg. When fertilization occurs the ovary grows into the fruit or vegetable. The length of night or dark period controls flowering.



6.L.1.2 Explain the significance of the processes of photosynthesis, respiration and transpiration to the survival of green plants and other organisms.

Photosynthesis and respiration are complementary processes.

How do the processes of respiration, photosynthesis, and transpiration allow organisms to survive?

Photosynthesis Respiration Transpiration Cuticle Stomata Guard cells Sugars (glucose)

DPI Unpacked Content: 6.L.1.2 One of the most general distinctions among organisms is between plants, which use sunlight to make their own food (photosynthesis) and animals, which consume energy‐rich foods. Photosynthesis and cellular respiration are complementary processes. Plants carry on photosynthesis and cellular respiration where food is broken down into energy. The requirements of one process are the products of the other.

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Photosynthesis Respiration

Food accumulated Food broken down Energy from the sun stored in glucose Energy of glucose released Carbon Dioxide taken in Carbon dioxide released Oxygen released Oxygen taken in Produces glucose Requires glucose Requires Carbon dioxide and water Produces carbon dioxide and water Occurs only in light Occurs in light or dark Occurs only in the presence of chlorophyll Occurs in ALL living cells

Leaves have an epidermis with a waxy cuticle and stomata that help prevent water loss. Guard cells that surround and control the size of the opening in stomata. The loss of water through the stomata is called transpiration. The opening and closing of guard cells regulate transpiration.



6.L.2 Understand the flow of energy through ecosystems and the responses of populations to the biotic and abiotic factors in their environment.

Ecosystems are affected by the flow of energy. Populations are affected by and respond to their environment.

How does energy flow within an ecosystem? How do living things obtain and use energy? How do non‐living things affect living things?



6.L.2.1 Summarize how energy

Energy travels from the sun to producers and is then transferred to consumers and

How does energy cycle through organisms on Earth?

Sugars (glucose) Transfer

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derived from the sun is used by plants to produce sugars (photosynthesis) and is transferred within food chains and food webs (terrestrial and aquatic) from producers to consumers to decomposers.

decomposers. How is the Sun connected to life on Earth?

Photosynthesis Cellular respirationFood chains Food webs Producers Decomposers Consumers

DPI Unpacked Content: 6.L.2.1 Food provides molecules that serve as fuel and building material for all organisms. Plants use the energy from light to make sugars from carbon dioxide and water. Green plants are the producers of food that is used directly or indirectly by consumers. Plants can use the food they make immediately or store it for later use. Energy flows through ecosystems in one direction, from the sun through producers to consumers to decomposers. Matter is transferred from one organism to another and between organisms and their environments. Water, nitrogen, carbon dioxide, and oxygen are substances cycled between the living and non‐living environments. Investigate how decomposers return nutrients to the environment—such as fungi on fallen logs, mold on bread. Explore the importance and role of bacteria in the guts of animals and plant roots at it relates to the recycling of matter.



Vocabulary 6.L.2.2 Explain how plants respond to external stimuli (including dormancy and forms of tropism) to enhance survival in the environment.

Plants respond to changes in their environment.

How do plants survive in harsh or changing environments?

Stimulus Dormancy Tropism


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6.L.2.2 Changes in environmental conditions can affect the survival of individual organisms and entire species. Dormancy is a period of inactivity in a mature seed prior to germination; seed remains dormant until conditions are favorable for growth and development of the new plant. Plants have mechanisms that enable them to respond to their environment. Plants grow, reproduce, and shift the position of their roots, stems and leaves in response to environmental conditions such as gravity, sunlight, temperature and day length. Tropism is a plant’s turning or bending movement of an organism toward or away from an external stimulus such as light, heat or gravity. If the tropism is positive, the plant grows toward the stimulus. If the tropism is negative, the plant grows away from the stimulus. This enhances the survival rate for that plant in a given environment.



Vocabulary 6.L.2.3 Summarize how the abiotic factors (such as temperature, water, sunlight, and soil quality) of biomes (freshwater, marine, forest, grassland, desert, Tundra) affect the ability of organisms to grow, survive and/or create their own food through photosynthesis.

Different biomes have different abiotic factors. Abiotic factors in biomes affect an organism’s ability to survive.

How do abiotic factors affect organisms? How do different organisms survive in different biomes?

Abiotic factors Biome Limiting factors Tolerance


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6.L.2.3 The world contains a wide diversity of physical conditions, which creates a wide variety of environments: freshwater, marine, forest, desert, grasslands, mountain, and others. In any particular environment, the growth and survival of organisms depend on the physical conditions. Environmental factors that affect an organism’s ability to survive in its environment, such as food availability, predators, and temperature, are limiting factors. A limiting factor is any biotic or abiotic factor that restricts the existence, number, reproduction, or distribution of organisms. For example, at high elevations, temperatures are too low, winds too strong and the soil too thin to support the growth of large trees. Vegetation is limited to small, shallow‐rooted plants, mosses, ferns and lichen. Factors that limit one population in a community may also have an indirect effect on another population. For example, a lack of water could limit the growth of grass in grassland, reducing the number of seeds produced. The population of rabbits dependent on those seed for food will also be reduced and the hawks depending on the rabbits will be reduced too as a result of a decrease in their food supply. Another factor for survive is the ability of an organism to withstand fluctuations in biotic and abiotic environmental factors. The limits of an organism’s tolerance are reached when the organism receives too much or too little of some environmental factor. Organisms become fewer as conditions move toward either extreme of the range of tolerance (too much or too little).

Essential Standard Essential Understandings

The students will understand that… Essential Questions Number of weeks

6.P.1 Understand the properties of waves and the wavelike property of energy in earthquakes, light and sound waves.

Energy can travel in waves. Different waves have different properties. Earthquakes, light and sound waves are forms of energy.

How can something you cannot see/sense affect you? How are seemingly unrelated concepts connected through waves?



6.P.1.1 Compare the properties of waves to the wavelike property of energy in earthquakes, light, and sound.

Earthquakes, light, and sound are all types of waves with unique properties. There are differences and similarities between electromagnetic and physical waves.

How is energy like a wave? What are the similarities and differences between the waves that produce earthquakes, light, and sound?

Wave Energy Light Sound Earthquakes Vibration Disturbance

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Wavelength Longitudinal waves Transverse waves Trough Crest Amplitude Rarefaction Compression

DPI Unpacked Content: 6.P.1.1 All waves transmit energy not matter. Nearly all waves travel through matter. Waves are created when a source (force) creates a vibration. Vibrations in materials set up wavelike disturbances that spread away from the source. Wave behavior can be described in terms of how fast the disturbance spreads, and in terms of the distance between successive peaks of the disturbance (the wavelength). Sound and earthquake waves are examples. These and other waves move at different speeds in different materials. Waves are moving energy. Light waves are unique in their ability to travel through a vacuum (space). Sound is a form of energy that results when vibrating materials produce waves that move through matter. Earthquakes are vibrations in the earth that release the (potential) energy stored in rocks (due to their relative positions and consequent pressure). Earthquakes create seismic waves. Compare sound waves (longitudinal waves) to light waves (transverse waves). Energy will cause materials to vibrate. These vibrations are carried as “waves” and transfer energy. Identify the basic characteristics of a transverse wave: trough, crest, amplitude, and wavelength. Identify the basic characteristics of a longitudinal (compression) wave: amplitude, rarefaction, and compression.



6.P.1.2 Explain the relationship among visible light, the electromagnetic spectrum and sight.

The electromagnetic spectrum contains many different wavelengths. Only certain wavelengths are visible by humans.

How can you see different colors? What is the relationship between light and sight?

Electromagnetic spectrum Visible light Sight Reflect Absorb Wavelength

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DPI Unpacked Content: 6.P.1.2 Something can be "seen" when light waves emitted or reflected by it enter the eye. Human eyes respond to only a narrow range of wavelengths of electromagnetic waves‐visible light. Differences of wavelength within that range are perceived as differences of color. Light travels in transverse waves. Light is a form of energy emitted by the Sun as well as light‐producing objects on Earth. Light can be absorbed or reflected by objects depending upon the properties of the object and the type and angle of light when it hits the object. Some materials scatter light and others allow light rays to pass through, but refract the light by changing its speed. The structure of the human eye can detect many colors in visible light that are reflected by objects. Investigate how the eye works: structures within the eye, functions of these structures in the eye. Optical illusions. Investigate conditions that impair vision.



6.P.1.3 Explain the relationship among the rate of vibration, the medium through which vibrations travel, sound, and hearing.

Sound travels in waves. Sound waves are the result of disturbances that cause vibrations. Sound waves are affected by the mediums through which they travel. The structure of the human ear and its connection to our brain allow us to hear certain wavelengths.

What is the nature of sound? How do we hear sound?

Vibration Medium Sound Frequency Amplitude Pitch Loudness Vocal cords Hearing


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6.P.1.3 Something can be "heard" when sound waves from it enter the ear. Sound is a form of energy that is caused when vibrating materials produce waves that move through matter. These waves have different characteristics such as frequency and amplitude, which will determine the properties of sound such as pitch and loudness. The form of the human ear can receive sound waves as vibrations and convert them to signals that are processed by the brain. Investigate how sound travels through different solid materials. Compare how sound travels through different states of matter. Investigate how the vocal cords work to produce sound: structure of vocal cords, function of vocal cords and conditions that affect the sound vocal cords make. Investigate how the ear works: structures within the ear, functions of those structures, conditions that affect hearing.



6.P.2 Understand the structure, classifications and physical properties of matter.

Matter can be classified based on structure and physical properties.

What is matter? How and why does matter change?



6.P.2.1 Recognize that all matter is made up of atoms and atoms of the same element are all alike, but are different from the atoms of other elements.

All matter is made up of atoms. Atoms of the same element are alike. Different elements contain different atoms.

How is matter alike or different on the molecular level?

Matter Atom Elements


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6.P.2.1 Recognize that there are more than 100 elements that combine in a multitude of ways that make up all of the living and nonliving things that we encounter. Recognize that matter is composed of extremely small particles, too small to be seen with a classroom microscope, called atoms. Atoms have all of the properties of matter in that all atoms have mass and occupy space. Atoms are the smallest part of an element that has the chemical properties of the element. Recognize that all atoms of the same element have the same properties; i.e. all iron atoms have the same mass and occupy the same amount of space; therefore, all matter made of iron has the same properties because of the iron atoms. Also, iron atoms are different from carbon atoms or from any other element. NOTE: It is not essential for students to know the subatomic particles, for example, protons, neutrons, and electrons, which compose atoms. Atomic models do not need to be constructed or drawn.



6.P.2.2 Explain the effect of heat on the motion of atoms through a description of what happens to particles during a change in phase.

Atoms move faster and spread apart when heated. A change in the movement of atoms can lead to a change in phase. Adding or removing heat can change the state of matter.

How does heat affect the motion of atoms? How do atoms react during a change in phase?

Heat Motion Phase Particles Atoms


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6.P.2.2 A substance in a: Solid phase is relatively rigid, has a definite volume and shape. The atoms that comprise a solid are packed close together and are not compressible. Because all solids have some thermal energy, its atoms do vibrate. However, this movement is very small and very rapid, and cannot be observed under ordinary conditions. When heat is added a solid can become a liquid. Liquids have a definite volume, but are able to change their shape by flowing. Liquids are similar to solids in that the particles touch. However the particles are able to move around. Since particles are able to touch the densities of liquid will be close to that of a solid (water is a special exception). Since the liquid molecules can move they will take the shape of their container. When heat is added a liquid can become a gas. Gases have no definite volume or shape. If unconstrained gases will spread out indefinitely. If confined they will take the shape of their container. This is because gas particles have enough energy to overcome attractive forces. Each of the particles are well separated resulting in a very low density. Energy appears in different forms. Heat energy is in the disorderly motion of molecules. Atoms and molecules are perpetually in motion. Increased temperature means greater average energy of motion so most substances expand when heated. Most substances can exist as a solid, liquid or gas depending on temperature.



6.P.2.3 Compare the physical properties of pure substances that are independent of the amount of matter present including density, melting point, boiling point and solubility to properties that are dependent on the amount of matter present to include volume, mass and weight.

Density, melting point, boiling point, and solubility do not change based on the amount of matter present. Volume, mass, and weight are determined by the amount of matter present.

How are the physical properties of matter used to compare pure substances?

‐Matter ‐Pure Substance ‐Density ‐Melting Point ‐Boiling Point ‐Density ‐Mass ‐Volume ‐Solubility (soluble/solute/ solvent/saturation) ‐Physical changes

DPI Unpacked Content: 6.P.2.3 A substance has characteristic properties such as density, a boiling point, melting point and solubility, all of which are independent of the amount of the substance and can be used to identify it. Physical properties involve things that can be measured without changing the chemical properties. Matter can undergo physical changes which affect only physical properties. Physical changes can involve changes in energy.

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Solubility means the amount of solute that can be dissolved in a specific volume of solvent under certain conditions. A solute’s solubility depends on the chemical nature of the solvent. Another important factor that influences solubility is the temperature of the system (the solute and the solvent). The most common solvent is water. Density is a property that describes the relationship between mass and volume. Investigate the physical properties of pure substances in terms of the unique temperatures at which each substance undergoes state changes. Investigate that melting and freezing of a pure substance takes place at the same temperature and the boiling temperature is the same as the maximum condensing temperature. The temperature remains constant during state changes of pure substances.



6.P.3 Understand characteristics of energy transfer and interactions of matter and energy.

Matter affects the transfer of energy. Energy can transfer from one form to another.

What is the relationship between matter and energy?



6.P.3.1 Illustrate the transfer of heat energy from warmer objects to cooler ones using examples of conduction, radiation, and convection and the effects that may result.

Conduction, radiation, and convection are methods of energy transfer. Heat energy will travel in the direction of warmer to cooler temperatures.

How does heat travel? What are the effects of heat transfer? What are the similarities and differences between convection, radiation, and conduction?

Energy Conduction Convection Radiation Transfer

DPI Unpacked Content: 6.P.3.1 Energy can be transferred from one system to another (or from a system to its environment) in different ways: • thermally, when a warmer object is in contact with a cooler one

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• mechanically, when two objects push or pull on each other over a distance

• electrically, when an electrical source such as a battery or generator is connected in a complete circuit to an electrical device

• by electromagnetic waves. Thermal energy is transferred through a material by the collisions of atoms within the material. Heat flows through materials or across space from warm objects to cooler objects, until both objects are at equilibrium. Heat travels through solids, primarily by conduction. Heat is circulated in fluids, both liquids and gases, through the process of convection. Radiation is energy that travels across distances in the form of electromagnetic waves. Over time, thermal energy tends to spread out through a material and from one material to another if they are in contact (conduction). Thermal energy can also be transferred by means of currents in air, water, or other fluids (convection).



6.P.3.2 Explain the effects of electromagnetic waves on various materials to include absorption, scattering, and change in temperature.

Electromagnetic waves can have different wavelengths. Some types of matter will absorb electromagnetic waves. Some types of matter will scatter electromagnetic waves. Electromagnetic waves can change the temperature of matter.

How do electromagnetic waves interact with/affect different types of matter?

‐Matter ‐Electromagnetic waves ‐Absorb ‐Wavelength ‐Scatter ‐Refract ‐Transmit ‐Visible spectrum ‐Electromagnetic spectrum ‐Infrared ‐Ultraviolet


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6.P.3.2 Light and other electromagnetic waves can warm objects. How much an object’s temperature increases depends on how intense the light striking its surface is, how long the light shines on the object, and how much of the light is absorbed. When light interacts with matter it is either absorbed, transmitted, refracted) and/or reflected (scattered). An example of scattering is when the sky is blue. The sun is a major source of energy for changes on the earth’s surface. The sun loses energy by emitting light. A tiny fraction of the light reaches the earth, transferring energy from the sun to the earth. The sun’s energy arrives as light with a range of wavelengths, consisting of: Visible spectrum is the portion of the electromagnetic spectrum that is visible to (can be detected by) human eyes. Electromagnetic radiation in this range of wavelengths is called visible light or simply light. Infrared light has a longer wavelength than visible light and is detected most often by its heating effect. Infrared imaging has applications in space exploration and with satellite imaging. Ultraviolet light has shorter wavelengths than visible light. These wavelengths are responsible for causing our sunburns. Most of these waves are blocked from entering Earth’s atmosphere by the ozone but some days, more ultraviolet waves get through our atmosphere. Scientists have developed a UV index to help people protect themselves from these harmful ultraviolet waves. These are the types of waves used in tanning beds.



6.P.3.3 Explain the suitability of materials for use in technological design based on a response to heat (to include conduction, expansion, and contraction) and electrical energy (conductors and insulators).

Matter can expand and contract based on exposure to or removal from heat. Materials are chosen based on their response to heat and electrical energy. Materials can be classified as conductors or insulators.

How are materials chosen for different technological design projects?

‐Thermal energy ‐Conduction ‐Convection ‐Electromagnetic waves ‐Thermal conductors ‐Thermal insulators ‐Electrical conductors ‐Electrical insulators ‐Expansion ‐Contraction

DPI Unpacked Content: 6.P.3.3 Thermal energy is transferred through a material by the collisions of atoms within the material. Over time, thermal energy tends to spread out through a material and from one material to another if they are in contact (conduction). Thermal energy can also be transferred by means of

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currents in air, water, or other fluids (convection). In addition, some thermal energy in all materials is transformed into light energy and radiated into the environment by electromagnetic waves; that light energy can be transformed back into thermal energy when the electromagnetic waves strike another material. As a result, a material tends to cool down unless some other form of energy is converted to thermal energy in the material. There are some things that we use daily that we want to conduct heat easily. Most of these items are made of materials that conduct heat readily: aluminum, steel, copper. We call these materials thermal conductors. Similarly, there are things that we do not want to conduct heat (pot handles, spatula, cooking utensils) and these items are generally made of materials that limit heat transfer. We call such materials thermal insulators. Expansion joint strips in bridges allow for the bridge to expand in hot weather and not break. These same joint strips allow for the bridge to contract in cold weather and not break. Electrical energy also passes through conductors. An electrical conductor is a material through which an electrical current can flow easily. An electrical insulator is a material through which electrical current does not readily flow. Electrical conductors include most metals, while most nonmetallic solids (rubber, glass, porcelain, ceramic) are insulators.

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MS Science Instructional Guide

WCPSS MS Science Page 1

Clarifying objective: 6.P.2.1 Recognize that all matter is made up of atoms and atoms of the same element are all alike, but are different from the atoms of other elements.

What came first: 5.P.2.3 Summarize properties of original materials, and the new material(s) formed, to demonstrate that a change has occurred.

What comes next: 8.P.1.1 Classify matter as elements, compounds, or mixtures based on how the atoms are packed together in arrangements. 8.P.1.2 Explain how the physical properties of elements and their reactivity have been used to produce the current model of the Periodic Table of elements. PSc.2.1.4 Interpret the data presented in Bohr model diagrams and dot diagrams for atoms and ions of elements 1 through 18. PSc.2.1.1 Classify matter as: homogeneous or heterogeneous; pure substance or mixture; element or compound; metals, nonmetals or metalloids; solution, colloid or suspension.

5E Lesson Cycle

Lesson idea

Engage

Show the photomosaic Superman picture. Ask the students what they see. Talk about how this picture of Superman is made up of lots of smaller pictures. If you go to http://dolfd.deviantart.com/art/Superman-Photomosaic-68110201 you can download the picture and it shows you an up-close view of the pictures. Ask the students why this could be an example of the relationship between matter and elements (Matter is made of elements). On the up-close picture, pick one of the pictures, and ask them to describe it. Get them to come to the conclusion that even the smaller pictures are made up of different things. Ask them to think back to elements and if this was an element, what might make up an element? Provide specific probing questions that help the students realize the answer. (ex. What is the larger picture made up of? , What do the smaller pictures have in common?) Have students present another example of an analogy for the relationship between matter, atoms and elements.

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http://cmapp.wcpss.net/uploads/files/ms_science/g6_science/gr6_sci_11_picture.jpg

http://dolfd.deviantart.com/art/Superman-Photomosaic-68110201



Explore & Explain

Use Power point on Matter

When you get to the ‘group' page, give each group a piece of chart paper and have them write down as many examples of matter that they can think of. Give them 5 minutes to do this. Afterwards, go through the examples, making sure they understand that everything living and nonliving is matter because it has mass and takes up space.

When you get to the Periodic Table slide, drive home the point that all matter is made up of some combination of these elements.

Present the Atoms Power point. When you get to the statement about ‘All atoms of the same element have the same properties', drive home the point by saying ‘Iron atoms have the same mass and occupy the same amount of space, so all matter made of iron has the same properties because of the iron atoms.'

Stop at various times during the power point and check for understanding.

Elaborate Put students into groups of 4. Give each group a set of Legos (make sure that the Legos in each individual set are the same). Have each group make something with their Legos. Ask the students why their Lego creation is different from other groups' (color, shape, etc.). Ask them what this would be a good model of (an element). Lego Element Project Use specific grouping arrangements to meet the needs of your students.

Evaluate

Have students construct their own analogy to demonstrate the relationship between atoms and elements. This could be done in the format of an analogy (“this is to this as that is to that”- ex. ATOM:ELEMENT::_______:_______ ) You can provide some examples for your struggling students and have them pick the correct one.

Additional Resources CK12 textbook links: Introduction to Matter –The students need to understand the relationship between atoms and elements so you do not need to get into compounds and mixtures at this time.

Discovery Ed lesson- You Precious Things reading passage

Teacher notes: Recognize that there are more than 100 elements that combine in a multitude of ways that make up all of the living and nonliving things that we encounter. Recognize that matter is composed of extremely small particles, too small to be seen with a classroom microscope, called atoms. Atoms have all of the properties of matter in that all atoms have mass and occupy space. Atoms are the smallest part of an element that has the chemical properties of the element. Recognize that all atoms of the same element have the same properties; i.e. all iron atoms have the same mass and occupy the same amount of space; therefore, all matter made of iron has the same properties because of the iron atoms. Also, iron atoms are different from carbon atoms or from any other element. NOTE: It is not essential for students to know the subatomic particles, for example, protons, neutrons, and electrons, which compose atoms. Atomic models do not need to be constructed or drawn.

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http://cmapp.wcpss.net/uploads/files/ms_science/g6_science/gr6_sci_11_matterpowerpoint.ppt

http://cmapp.wcpss.net/uploads/files/ms_science/g6_science/gr6_sci_11_atompowerpoint.ppt

http://cmapp.wcpss.net/uploads/files/ms_science/g6_science/g6_sci_11_element_project.docx

http://www.ck12.org/book/CK-12-Physical-Science-For-Middle-School/r1/section/3.2/

http://app.discoveryeducation.com/player/view/assetGuid/94CB7F59-4F90-41FA-94AB-78BA425F1749



Clarifying objective: 6.P.2.2 Explain the effect of heat on the motion of atoms through a description of what happens to particles during a change in phase.

What came first: 3.P.2.3 Summarize changes that occur to the observable properties of materials when different degrees of heat are applied to them, such as melting ice or ice cream, boiling water or an egg, or freezing water. 5.P.2.3 Summarize properties of original materials, and the new material(s) formed, to demonstrate that a change has occurred. 5.P.3.2 Explain how heating and cooling affect some materials and how this relates to their purpose and practical applications. What comes next: PSc.2.1.2 Explain the phases of matter and the physical changes that matter undergoes. Chm.1.2.2 Infer the type of bond and chemical formula formed between atoms.

5E Lesson Cycle

Lesson ideas

Engage

Ask students to discuss with a table partner, what do you do when you get really hot? How do you cool off? Do you get closer to others, why not? Students share answers. Students predict how atoms move as a solid, liquid and gas when heated by drawing atoms moving when heated in their science journals. Go to the web site PHET, university of Colorado. Students view the demonstration of how atoms of solids, liquids and gasses move when heated.

Explore The teacher will provide and set up lab materials for the lab, "Moving Colors" Gr6_sci_16_Moving Colors lab Handout, go to above web site, There is also a united streaming video clip Titled "Heat Energy" (30 Seconds). Here is another version of the lab that might work better for your students- Moving Colors-modified

Explain Teachers can use this web-site to re-teach particle movement and explore how temperature affects the speed of particles and states of matter. http://www.chem.purdue.edu/gchelp/atoms/states.html

Elaborate Discovery Ed lesson: Changes of State - What is really going on when a liquid boils? Or when it freezes? Find out by watching a sub-microscopic view of three liquids as they change from liquid to gas and from liquid to solid.

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http://phet.colorado.edu/en/simulation/states-of-matter

http://cmapp.wcpss.net/uploads/files/ms_science/g6_science/g6sci_day16_moving_colors_edited.docx

http://cmapp.wcpss.net/uploads/files/ms_science/g6_science/moving_color_lab.docx

http://cmapp.wcpss.net/uploads/files/ms_science/g6_science/moving_color_lab.docx

http://www.chem.purdue.edu/gchelp/atoms/states.html

http://app.discoveryeducation.com/player/view/assetGuid/FDA36299-1E8C-4EFE-AA93-72F7C83931AF



Evaluate

Students will turn their paper landscape and fold in a chart of thirds (like a brochure). They will draw, label and explain in each column the movement of atoms when they are heated as a solid, liquid and gas.

Additional Resources CK12 textbook: States of Matter

Discovery Ed lesson: Changes of State

Teacher info: A substance in a: Solid phase is relatively rigid, has a definite volume and shape. The atoms that comprise a solid are packed close together and are not compressible. Because all solids have some thermal energy, its atoms do vibrate. However, this movement is very small and very rapid, and cannot be observed under ordinary conditions. When heat is added a solid can become a liquid. Liquids have a definite volume, but are able to change their shape by flowing. Liquids are similar to solids in that the particles touch. However the particles are able to move around. Since particles are able to touch the densities of liquid will be close to that of a solid (water is a special exception). Since the liquid molecules can move they will take the shape of their container. When heat is added a liquid can become a gas. Gases have no definite volume or shape. If unconstrained gases will spread out indefinitely. If confined they will take the shape of their container. This is because gas particles have enough energy to overcome attractive forces. Each of the particles are well separated resulting in a very low density. Energy appears in different forms. Heat energy is in the disorderly motion of molecules. Atoms and molecules are perpetually in motion. Increased temperature means greater average energy of motion so most substances expand when heated. Most substances can exist as a solid, liquid or gas depending on temperature.

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States%20of%20Matter-%20http:/www.ck12.org/book/CK-12-Physical-Science-For-Middle-School/r1/section/4.0/States-of-Matter-::rev::-4-::of::-CK-12-Physical-Science-For-Middle-School/

http://app.discoveryeducation.com/player/view/assetGuid/FDA36299-1E8C-4EFE-AA93-72F7C83931AF



Clarifying objective: 6.P.2.3 Compare the physical properties of pure substances that are independent of the amount of matter present including density, melting point, boiling point and solubility to properties that are dependent on the amount of matter present to include volume, mass and weight.

What came first: 3.P.2.3 Summarize changes that occur to the observable properties of materials when different degrees of heat are applied to them, such as melting ice or ice cream, boiling water or an egg, or freezing water. 4.P.2.1 Compare the physical properties of samples of matter (strength, hardness, flexibility, ability to conduct heat, ability to conduct electricity, ability to be attracted by magnets, reactions to water and fire). 5.P.2.3 Summarize properties of original materials, and the new material(s) formed, to demonstrate that a change has occurred. What comes next: 8.P.1.2. Explain how the physical properties of elements and their reactivity have been used to produce the current model of the Periodic Table of elements. 8.P.1.3. Compare physical changes such as size, shape and state to chemical changes that are the result of a chemical reaction to include changes in temperature, color, formation of a gas or precipitate. PSc.2.1.3 Compare physical and chemical properties of various types of matter. Chm.1.3.2 Infer the physical properties (atomic radius, metallic and nonmetallic characteristics) of an element based on its position on the Periodic Table.

5E Lesson Cycle

Lesson ideas

Engage

Engage Option 1 On demo table-fish tank filled with water and 2 cans of coke (diet and reg.) (gr6_densitydemo) Ask students to look at each can; list how they are similar, how they are different. List ideas on board. Ask students what they think will happen when each can is placed in the water. They should be able to explain the rationale behind their answer. Discussion as a group will follow. Engage Option 2 Demonstration table-2 glass beakers: one filled with ice, one with room temperature water (thermometer in each) lamp shining behind. Students will predicate how long they think it will take for each to reach___ degrees. Discussion as a small group, then discussion as

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http://cmapp.wcpss.net/uploads/files/ms_science/g6_science/gr6_sci_26_demo.pdf



whole class. Rationale for their answers must be given

Explore Option 1 Teacher will put each can in water so students can see what happens. Students will then look at their previous predictions and see if they were correct or not. They will then discuss in their groups the reasons they fell that one can floated and one sank. They should be able to explain the rational for their answers. Option 2 The teacher will give each group 2 different sized water filled paper cups that have been frozen. Students will monitor and watch to see when each cup begins to melt

Explain Show the students what 39 g of sugar looks like ( show the sugar in a small beaker while holding it next to the can so they can see how much space it would take up in the can) next to approx *188 mg (on an index card) of Nutra Sweet. Explain that ALL of that sugar is in the regular Coke can, and that small amount of Aspartame in the Diet Coke can. Explain that a small amount of Aspartame is needed to make the Diet Coke sweet because it is so concentrated. Teacher leads discussion of results. Discuss how more "stuff" (matter) is crammed into the same amount of space, or VOLUME, and that increases the MASS. The relationship of Mass to Volume is Density. The more items (matter) you place into a defined space, the denser it becomes. The Density of water is 1g/cm3. An object will float is the density is less than 1. An object will sink if its density is greater than 1g/cm3 .

Elaborate Does this work for all Diet sodas? Have students try different brands, for example Pepsi, Dr. Pepper, Sprite, etc. Students will form predictions to test. Students will need to explain results of their experiments and why they might have achieved those results.

Evaluate

Have students identify “mystery pure substances” given various characteristics (independent and dependent examples) OR Design a foldable that lists the characteristics that are independent of the amount of matter and the characteristics that are dependent upon the amount of matter

Additional Resources CK12 textbook- Intro to Matter Discovery Ed lesson- Properties of Gold (video clip)

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http://www.ck12.org/book/CK-12-Physical-Science-For-Middle-School/r1/section/3.0/Introduction-to-Matter-::rev::-4-::of::-CK-12-Physical-Science-For-Middle-School/

http://app.discoveryeducation.com/player/view/assetGuid/9FF15C56-5A90-49DD-B346-9F17FEFCD901



Teacher Notes: A substance has characteristic properties such as density, a boiling point, melting point and solubility, all of which are independent of the amount of the substance and can be used to identify it. Physical properties involve things that can be measured without changing the chemical properties. Matter can undergo physical changes which affect only physical properties. Physical changes can involve changes in energy. Solubility means the amount of solute that can be dissolved in a specific volume of solvent under certain conditions. A solute's solubility depends on the chemical nature of the solvent. Another important factor that influences solubility is the temperature of the system (the solute and the solvent). The most common solvent is water. Density is a property that describes the relationship between mass and volume. Investigate the physical properties of pure substances in terms of the unique temperatures at which each substance undergoes state changes. Investigate that melting and freezing of a pure substance takes place at the same temperature and the boiling temperature is the same as the maximum condensing temperature. The temperature remains constant during state changes of pure substances.

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Clarifying objective: 6.P.1.1 Compare the properties of waves to the wavelike property of energy in earthquakes, light, and sound. What came first: 4.P.3.1 Recognize the basic forms of energy (light, sound, heat, electrical, and magnetic) as the ability to cause motion or create change. What comes next: PSc.3.2.1 Explain the relationships among wave frequency, wave period, wave velocity and wavelength through calculation and investigation. PSc.3.2.2 Compare waves (mechanical, electromagnetic, and surface) using their characteristics. PSc.3.2.3 Classify waves as transverse or compressional (longitudinal). PSc.3.2.4 Illustrate the wave interactions of reflection, refraction, diffraction, and interference. Phy.2.2.1 Analyze how energy is transmitted through waves, using their fundamental characteristics of waves: wavelength, period, frequency, amplitude, and wave velocity. Phy.2.2.2 Analyze wave behaviors in terms of transmission, reflection, refraction and interference. Phy.2.2.3 Compare mechanical and electromagnetic waves in terms of wave characteristics and behavior (specifically sound and light). 5E Lesson

Cycle Lesson ideas

Engage Ask students to think about the different types of waves that exist. They may mention sound waves, light waves, ocean waves, etc. Discuss the similarities and differences between the different types of waves.

They transmit energy They are all created by a force that causes vibrations only light waves can travel in a vacuum

Explore Complete the Energy Transfer activity in Discovery Ed.

Students could also complete the Catch a Wave activity.

Explain Use the interactive Wave video from Discovery Ed video to discuss the different kinds of waves. Have students fill in the wave notes as you discuss waves. These are not directly related to the wave video mentioned above. These can be used in addition to/in place of the wave video. Here is the teacher

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http://app.discoveryeducation.com/player/view/assetGuid/02ef6618-3f03-4a56-b485-fc2b7920fae8

http://app.discoveryeducation.com/player/view/assetGuid/21f6cd59-5fd1-4327-b44f-137f12b490e9

http://app.discoveryeducation.com/player/view/assetGuid/9ceb0343-3195-4287-a429-03195d87241d

http://cmapp.wcpss.net/uploads/files/ms_science/g6_science/g6sci_46_wavenotes.docx

http://cmapp.wcpss.net/uploads/files/ms_science/g6_science/g6sci_46_wavenotesanswers.docx



version of the notes.

Elaborate Have the students complete the Makin’ Waves activity in Discovery Ed.

Evaluate Here is a sample quiz

Additional Resources

CK12 textbook: Waves Discovery Ed lesson: Waves Teacher Notes:

All waves transmit energy not matter. Nearly all waves travel through matter. Waves are created when a source (force) creates a vibration. Vibrations in materials set up wavelike disturbances that spread away from the source. Wave behavior can be described in terms of how fast the disturbance spreads, and in terms of the distance between successive peaks of the disturbance (the wavelength). Sound and earthquake waves are examples. These and other waves move at different speeds in different materials. Waves are moving energy. Light waves are unique in their ability to travel through a vacuum (space). Sound is a form of energy that results when vibrating materials produce waves that move through matter. Earthquakes are vibrations in the earth that release the (potential) energy stored in rocks (due to their relative positions and consequent pressure). Earthquakes create seismic waves. Compare sound waves (longitudinal waves) to light waves (transverse waves). Energy will cause materials to vibrate. These vibrations are carried as "waves" and transfer energy. Identify the basic characteristics of a transverse wave: trough, crest, amplitude, and wavelength. Identify the basic characteristics of a longitudinal (compression) wave: amplitude, rarefaction, and compression

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http://cmapp.wcpss.net/uploads/files/ms_science/g6_science/g6sci_46_wavenotesanswers.docx

http://app.discoveryeducation.com/player/view/assetGuid/9b45e5f6-37ab-4e3d-99dd-8d298b33d62f

http://cmapp.wcpss.net/uploads/files/ms_science/g6_science/g6sci_46_quiz.docx


http://science.discoveryeducation.com/topic.cfm?TID=46ff451f-1967-472f-b6e2-d2d4943ac7a3



Clarifying objective: 6.P.1.2 Explain the relationship among visible light, the electromagnetic spectrum and sight. What came first: 4.P.3.2 Recognize that light travels in a straight line until it strikes an object or travels from one medium to another, and that light can be reflected, refracted, and absorbed. What comes next: PSc.3.2.4 Illustrate the wave interactions of reflection, refraction, diffraction, and interference. Phy.2.2.1 Analyze how energy is transmitted through waves, using their fundamental characteristics of waves: wavelength, period, frequency, amplitude, and wave velocity. Phy.2.2.2 Analyze wave behaviors in terms of transmission, reflection, refraction and interference. Phy.2.2.3 Compare mechanical and electromagnetic waves in terms of wave characteristics and behavior (specifically sound and light). 5E Lesson

Cycle Lesson ideas

Engage Students are to write in science notebooks, how are rainbows made? Why do we see color? Discuss and share answers as a group or with partner. View the video The magic School bus -rainbow on YouTube

Explore & Explain

Teacher will provide students with guided notes for light vocabulary to go with the power point light vocabulary. Teacher will provide a diagram of the eye for eye power point. The teacher will choose one or two of the light labs to further investigate light concepts. The teacher provides the handouts and guides students through the labs opaque, transparent and translucent and the heat and light lab and the light lab stations. The teacher will go over correct answers and correct any misconceptions for the lab questions.

Elaborate The students can play Who Wants to be a Millionaire

If time permits, students can complete a virtual cow eye dissection. Evaluate Sample light quiz


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http://www.youtube.com/watch?v=hSL4sWC9cCs

http://cmapp.wcpss.net/uploads/files/ms_science/g6_science/g6-sci_51_teacher_notes.docx

http://cmapp.wcpss.net/uploads/files/ms_science/g6_science/g6_day_51_light_voc_pp_edited.pptx

http://cmapp.wcpss.net/uploads/files/ms_science/g6_science/g6_sci_51_eye_diagram.docx

http://cmapp.wcpss.net/uploads/files/ms_science/g6_science/g6_sci_51_eye_parts_ppt.pptx

http://cmapp.wcpss.net/uploads/files/ms_science/g6_science/g6_sci_51_light_labs.docx

http://cmapp.wcpss.net/uploads/files/ms_science/g6_science/g6_sci_51_who_wants_to_be_millionaire-light.pptx

http://www.exploratorium.edu/learning_studio/cow_eye/

http://cmapp.wcpss.net/uploads/files/ms_science/g6_science/g6_sci_51_light_eye_quiz.docx



CK12 textbook: Visible Light Discovery Ed lesson: Light Teacher Notes: Something can be "seen" when light waves emitted or reflected by it enter the eye. Human eyes respond to only a narrow range of wavelengths of electromagnetic waves-visible light. Differences of wavelength within that range are perceived as differences of color. Light travels in transverse waves. Light is a form of energy emitted by the Sun as well as light-producing objects on Earth. Light can be absorbed or reflected by objects depending upon the properties of the object and the type and angle of light when it hits the object. Some materials scatter light and others allow light rays to pass through, but refract the light by changing its speed. The structure of the human eye can detect many colors in visible light that are reflected by objects. Investigate how the eye works: structures within the eye, functions of these structures in the eye. Optical illusions. Investigate conditions that impair vision.

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http://science.discoveryeducation.com/index.cfm?UID=c178b95f-f547-4ddc-a5d7-e2887ab00d61



Clarifying objective: 6.P.1.3 Explain the relationship among the rate of vibration, the medium through which vibrations travel, sound, and hearing. What came first: 2.P.1.1 Illustrate how sound is produced by vibrating objects and columns of air. 2.P.1.2 Summarize the relationship between sound and objects of the body that vibrate – eardrum and vocal cords. 4.P.3.1 Recognize the basic forms of energy (light, sound, heat, electrical, and magnetic) as the ability to cause motion or create change. What comes next: PSc.3.2.1 Explain the relationships among wave frequency, wave period, wave velocity and wavelength through calculation and investigation. PSc.3.2.2 Compare waves (mechanical, electromagnetic, and surface) using their characteristics. PSc.3.2.3 Classify waves as transverse or compressional (longitudinal). PSc.3.2.4 Illustrate the wave interactions of reflection, refraction, diffraction, and interference. Phy.2.2.1 Analyze how energy is transmitted through waves, using their fundamental characteristics of waves: wavelength, period, frequency, amplitude, and wave velocity. Phy.2.2.2 Analyze wave behaviors in terms of transmission, reflection, refraction and interference. Phy.2.2.3 Compare mechanical and electromagnetic waves in terms of wave characteristics and behavior (specifically sound and light). 5E Lesson

Cycle Lesson ideas

Engage Ask students the following questions: Which conducts sound better: air or a solid? Is there a correlation between how fast or slow sound waves travel and the medium through which they are traveling? .

Explore The students will work in pairs to do each of the activities listed below. All results should be recorded in their science notebooks

A. Sounds in a Liquid B. Sounds through a Solid C. Paper cup telephone D. Vibrations E. Sound absorption

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http://cmapp.wcpss.net/uploads/files/ms_science/g7_science/g6_sci_sound_activities.doc



Explain Discuss the results of the labs. You could also show the Sound Waves interactive video from Discovery Ed.

Elaborate Have the students complete the Speed of Sound activity from Discovery Ed

Evaluate Use the results of the lab/computer activities to determine their level of

understanding. Additional Resources

CK12 textbook: Sound Discovery Ed lesson: Sound Teacher Notes:

Something can be "heard" when sound waves from it enter the ear. Sound is a form of energy that is caused when vibrating materials produce waves that move through matter. The waves have different characteristics such as frequency and amplitude, which will determine the properties of sound such as pitch and loudness. The form of the human ear can receive sound waves as vibrations and convert them to signals that are processed by the brain. Investigate how sound travels through different materials. Compare how sound travels through different states of matter. Investigate how vocal cords work to produce sound: structures of vocal cords, function of vocal cords and conditions that affect the sound vocal cords make. Investigate how the ear works: structures within the ear, functions of those structures, conditions that affect hearing.

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http://app.discoveryeducation.com/player/view/assetGuid/464cfbc6-375a-4d89-837f-3079b653e6c9

http://app.discoveryeducation.com/player/view/assetGuid/1a5cf3c0-5b3f-4866-8651-e294add8d23c


http://science.discoveryeducation.com/index.cfm?UID=adbe9744-3eec-40a6-8956-bab1586d02ab



Clarifying objective: 6.P.3.1 Illustrate the transfer of heat energy from warmer objects to cooler ones using examples of conduction, radiation, and convection and the effects that may result. What came first: 3.P.3.1 Recognize that energy can be transferred from one object to another by rubbing them against each other. 3.P.3.2 Recognize that energy can be transferred from a warmer object to a cooler one by contact or at a distance and the cooler object gets warmer. 5.P.3.1 Explain the effects of the transfer of heat (either by direct contact or at a distance) that occurs between objects at different temperatures (conduction, convection or radiation). What comes next: PSc.3.1.1 Explain thermal energy and its transfer.

5E Lesson Cycle

Lesson ideas

Engage Use the 3 examples of cooking popcorn to introduce students to energy transfer:

- Oil in a pan= conduction - Hot air popper= convection - Microwave= radiation

Here is a website that explains the examples in detail- http://aspire.cosmic-ray.org/labs/atmosphere/popcorn.html

Explore The students will conduct 2 simple experiments to understand the idea of how conduction and convection currents relate to the layers of the earth. Materials needed: metal teaspoons (two per group) glass beakers Give each team of students a cup of hot water and a cup of cold water. Have the students set a metal teaspoon in each cup. Note that the teaspoons feel the same temperature. Have the students check the apparent temperature of the spoons with their fingers every thirty seconds. The molecules of the spoon vibrate, causing even the handle of the spoon that isn't in the water to change temperature. Materials:

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http://aspire.cosmic-ray.org/labs/atmosphere/popcorn.html



aluminum foil small glass jar or beaker Larger beaker food coloring This experiment requires a cup that can hold hot water and fit into a clear jar that is at least twice as tall as the cup. Fill a cup with colored hot water. Cover the cup with aluminum foil. Set the cup into a large clear jar or vase. Pour cold water into the jar until the water goes over the top of the cup and nearly to the top of the jar. Use a stick to poke a hole in the foil. Watch the warm colored water rise through the jar of clear, cold water. As the extremes between the water temperatures balance, the color will disperse throughout the entire jar. Have students answer-When you put your hand near a pan above a pan filled with boiling water, does your hand warm up because of convection or conduction? If you touch the pan, does your hand warm up because of convection or conduction? You could also have the students complete Heat on the Move from Discovery Ed.

Explain 3-Explain- Use notes (g6sci_61_teachernotes.doc and g6sci61_studentnotes.doc) to explain definitions. Explanation of Convection In convection, heated molecules aren't transferring their heat to other molecules they are actually taking the heat with them to another place. When a fluid, a gas (like air) or a liquid (like the ocean), is warmed, its molecules move faster and move apart. The fluid then takes up more space although the number of molecules remains the same. This means that the warmed fluid is less dense and weighs less than its cooler, denser surroundings. The warmer fluid will rise through its surroundings until it encounters something less dense than itself and it cools, becomes denser and heavier, and sinks. These experiments and the activity show students the difference between conduction, the transfer of heat energy to the adjacent molecules, and convection, the movement of heated molecules to other locations If they are having trouble understanding convection, here is a succinct explanation- g6sci_61_convection.pdf

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http://app.discoveryeducation.com/player/view/assetGuid/699e0dca-df54-4ce6-8198-b28c310313cd

http://cmapp.wcpss.net/uploads/files/ms_science/g6_science/g6sci_61_teachernotes.doc

http://cmapp.wcpss.net/uploads/files/ms_science/g6_science/g6sci_61_studentnotes.doc

http://www.kidsgeo.com/geography-for-kids/0064-convection.php

http://cmapp.wcpss.net/uploads/files/ms_science/g6_science/g6sci_61_convection.pdf



Elaborate Have students do the Ice Cube Race (g6sci_61_race.doc)

Evaluate Test (g6sci_61_test.doc)

Additional Resources CK12 textbook: Thermal Energy Discovery Ed lesson: Thermal Energy Teacher Notes: Energy can be transferred from one system to another (or from a system to its environment) in different ways: • thermally, when a warmer object is in contact with a cooler one • mechanically, when two objects push or pull on each other over a distance • electrically, when an electrical source such as a battery or generator is connected in a complete circuit to an electrical device • by electromagnetic waves. Thermal energy is transferred through a material by the collisions of atoms within the material. Heat flows through materials or across space from warm objects to cooler objects, until both objects are at equilibrium. Heat travels through solids, primarily by conduction. Heat is circulated in fluids, both liquids and gases, through the process of convection. Radiation is energy that travels across distances in the form of electromagnetic waves. Over time, thermal energy tends to spread out through a material and from one material to another if they are in contact (conduction). Thermal energy can also be transferred by means of currents in air, water, or other fluids (convection).

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http://cmapp.wcpss.net/uploads/files/ms_science/g6_science/g6sci_61_race.doc

http://cmapp.wcpss.net/uploads/files/ms_science/g6_science/g6sci_61_test.doc


http://science.discoveryeducation.com/topic.cfm?TID=71c72fb9-2e6e-4851-82a3-14d0ba00787c



Clarifying objective: 6.P.3.2 Explain the effects of electromagnetic waves on various materials to include absorption, scattering, and change in temperature. What came first: 5.P.3.2 Explain how heating and cooling affect some materials and how this relates to their purpose and practical applications. What comes next: PSc.3.2.2 Compare waves (mechanical, electromagnetic, and surface) using their characteristics. Phy.2.2.1 Analyze how energy is transmitted through waves, using their fundamental characteristics of waves: wavelength, period, frequency, amplitude, and wave velocity. Phy.2.2.2 Analyze wave behaviors in terms of transmission, reflection, refraction and interference. Phy.2.2.3 Compare mechanical and electromagnetic waves in terms of wave characteristics and behavior (specifically sound and light). 5E Lesson

Cycle Lesson ideas

Engage Ask the students what they know about sound waves. Lead them to understand that sound waves need a medium to travel. Ask them, "How is sound different from light?" Light waves do not need a medium to travel; therefore they are Electromagnetic Waves.

Explore Have students read Beyond the Visible to learn about the different types of electromagnetic waves. You may want to jigsaw this article to meet the needs of your students.

Explain Discuss the electromagnetic spectrum with your students. Here is a nice tutorial. Discuss the effects each example has on various materials. Click on the wave to get more details for each example.

Elaborate Have students present information on one of the types of electromagnetic waves:

Radio waves Microwaves Infared waves Visible waves UV rays X-Rays

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http://app.discoveryeducation.com/player/view/assetGuid/3dc28777-da3d-46cc-b689-863e9e5def20

http://www.kentchemistry.com/aplinks/chapters/7atomicstructure/electromagneticspectrum.swf



Gamma Rays Cosmic rays

You might want to assign the “visible waves” to your lower students because they should already have strong background knowledge on this type of wave.

Evaluate Ask the students some or all of the following questions:

1. Compare and contrast electromagnetic waves with other kinds of waves.

2. If radio waves are not compressional waves, like sound waves, explain what their role is in enabling us to hear music on our favorite radio station?

3. Discuss why visible light is arranged into colors in the following order: red, orange, yellow, green, blue, indigo, and violet.

4. Debate what we could do to prevent exposure to ultraviolet radiation if the ozone layer continues to deteriorate.

5. Defend the importance of gamma rays in treating cancer, even though many patients suffer serious side effects to such treatment.

6. What type of electromagnetic radiation does a flame emit? Feel free to add your own questions

Additional Resources CK12 textbook: Electromagnetic Radiation

Discovery Ed lesson: Color and the EM Spectrum

Teacher Notes:

Light and other electromagnetic waves can warm objects. How much an object’s temperature increases depends on how intense the light striking its surface is, how long the light shines on the object, and how much of the light is absorbed. When light interacts with matter it is either absorbed, transmitted, refracted) and/or reflected (scattered). An example of scattering is when the sky is blue. The sun is a major source of energy for changes on the earth’s surface. The sun loses energy by emitting light. A tiny fraction of the light reaches the earth, transferring energy from the sun to the earth. The sun’s energy arrives as light with a range of wavelengths, consisting of: Visible spectrum is the portion of the electromagnetic spectrum that is visible to (can be detected by) human eyes. Electromagnetic radiation in this range of wavelengths is called visible light or simply light. Infrared light has a longer wavelength than visible light and is detected most often by its heating effect. Infrared imaging has applications in space exploration and with satellite imaging.

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http://science.discoveryeducation.com/concept.cfm?CID=42050cb5-2e13-4299-b025-787ed26150a0

http://science.discoveryeducation.com/concept.cfm?CID=42050cb5-2e13-4299-b025-787ed26150a0



Ultraviolet light has shorter wavelengths than visible light. These wavelengths are responsible for causing our sunburns. Most of these waves are blocked from entering Earth’s atmosphere by the ozone but some days, more ultraviolet waves get through our atmosphere. Scientists have developed a UV index to help people protect themselves from these harmful ultraviolet waves. These are the types of waves used in tanning beds.

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Clarifying objective: 6.P.3.3 Explain the suitability of materials for use in technological design based on a response to heat (to include conduction, expansion, and contraction) and electrical energy (conductors and insulators). What came first: 5.P.3.2 Explain how heating and cooling affect some materials and how this relates to their purpose and practical applications. What comes next: PSc.3.1.1 Explain thermal energy and its transfer. PSc.3.3.3 Explain how current is affected by changes in composition, length, temperature, and diameter of wire. 5E Lesson

Cycle Lesson ideas

Engage Refer the students back to the Ice Cube lab (or complete the lab if you have not done so already) You can also show them actual footage of the Tacoma Narrows bridge buckling and explain the importance of using the right materials

Explore Have students complete the virtual lab- Too Hot to Handle in Discovery Ed.

Explain Use the Heat power point to guide your discussion.

Elaborate Students can choose an activity from the following booklet OR from this NASA website.

You may want to assign activities based on student needs.

Evaluate This will depend on the activities you choose.

Additional Resources CK12 textbook: Thermal Energy Discovery Ed lesson: Thermal Energy Teacher Notes: Thermal energy is transferred through a material by the collisions of atoms within the material. Over time, thermal energy tends to spread out through a material and from one material to another if they are in contact (conduction). Thermal energy can also be transferred by means of currents in air, water, or other fluids (convection). In addition, some thermal energy in all materials is transformed into light energy and radiated into the environment by electromagnetic waves; that light energy can be transformed back

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http://cmapp.wcpss.net/uploads/files/ms_science/g6_science/g6sci_71_icecubelab.docx

http://app.discoveryeducation.com/player/view/assetGuid/6932e175-5707-4469-bbdc-97cd6957882b

http://cmapp.wcpss.net/uploads/files/ms_science/g6_science/g6sci_71_powerpoint.pptx

http://schools.cbe.ab.ca/b682/pdfs/Science%207/Heat-and-Temperature-Unit3_T4_T6.pdf

http://genesismission.jpl.nasa.gov/educate/scimodule/heat/

http://www.ck12.org/user:Y2FzdG9lX3RyYWN5QGFzZGsxMi5vcmc./book/CK-12-Physical-Science-For-Middle-School/r2/section/17.0/

http://science.discoveryeducation.com/topic.cfm?TID=71c72fb9-2e6e-4851-82a3-14d0ba00787c



into thermal energy when the electromagnetic waves strike another material. As a result, a material tends to cool down unless some other form of energy is converted to thermal energy in the material. There are some things that we use daily that we want to conduct heat easily. Most of these items are made of materials that conduct heat readily: aluminum, steel, copper. We call these materials thermal conductors. Similarly, there are things that we do not want to conduct heat (pot handles, spatula, cooking utensils) and these items are generally made of materials that limit heat transfer. We call such materials thermal insulators. Expansion joint strips in bridges allow for the bridge to expand in hot weather and not break. These same joint strips allow for the bridge to contract in cold weather and not break. Electrical energy also passes through conductors. An electrical conductor is a material through which an electrical current can flow easily. An electrical insulator is a material through which electrical current does not readily flow. Electrical conductors include most metals, while most nonmetallic solids (rubber, glass, porcelain, ceramic) are insulators.

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Clarifying objective: 6.E.2.1 Summarize the structure of the earth, including the layers, the mantle and core based on the relative position, composition and density. What came first: 1.E.2.1 Summarize the physical properties of Earth materials, including rocks, minerals, soils, and water, that make them useful in different ways. 3.E.2.2 Compare Earth’s land features (including volcanoes, mountains, valleys,

canyons, caverns, and islands) by constructing models, pictures, diagrams, and maps. What comes next: EEn.2.1.2 Predict the locations of volcanoes, earthquakes, and faults based on information contained in a variety of maps. 5E Lesson

Cycle Lesson ideas

Engage Ask the following question; How do we know the properties of the Earth’s interior layers if we have never travelled deeper than 7 miles below the surface? This can be done as a pre assessment or warm-up. Discuss their answers as a group and address any misconceptions.

Explore Students compare a hard-boiled egg to the structure of Earth in this lab You can also have students complete the Structure of the Earth activity in Discovery Ed.

Explain You can use the power point to explain the layers of Earth You can also show the interactive video The Earth’s Structure in Discovery Ed.

Elaborate If time permits, you can have students construct a model of the Earth’s layers. This should only be done if they have had sufficient time to study each layer and its characteristics.

Evaluate Have students make a foldable for the layers of Earth. Here is a question sheet to go along with the foldable.

Additional Resources CK12 textbook: Interior Layers Earth’s Crust Earth’s Mantle Earth’s Core

Discovery Ed lesson: Structure of the Earth

Teacher Notes:

The earth is composed – primarily- of rock. Three-fourths of the earth’s surface is

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http://cmapp.wcpss.net/uploads/files/ms_science/g6_science/g6sci_76_lab.doc

http://app.discoveryeducation.com/player/view/assetGuid/402b2e70-d815-4f00-ab5d-dcf306da35f8

http://cmapp.wcpss.net/uploads/files/ms_science/g6_science/g6sci_76_powerpoint.pptx

http://app.discoveryeducation.com/player/view/assetGuid/35b51a2e-6005-4066-a769-17ca15075407

https://docs.google.com/a/ncpublicschools.gov/viewer?a=v&pid=sites&srcid=c3R1ZGVudC5wY3BzLnVzfG1yLXNoZWx0b24tcy1zY2llbmNlLWNsYXNzfGd4OjQ1ZmJmZDk4Njg1MWNmYzQ

http://www.avemariagp.org/goto.php?u=a2V5d29yZD1lYXJ0aCtsYXllcitmb2xkYWJsZSZsaW5rPWh0dHAlM0ElMkYlMkZ3d3cubWRpYW5laGFycmlzb24uY29tJTJGRWFydGhGb2xkYWJsZVF1ZXN0aW9ucy5wZGY=

http://www.ck12.org/book/CK-12-Earth-Science-Concepts-For-Middle-School/r15/section/2.13/




http://science.discoveryeducation.com/topic.cfm?TID=015dddfd-8509-4467-a4c2-9621f62ac326



covered by a relatively thin layer of water (some of it frozen), and the entire planet is surrounded by a relatively thin layer of gas we call the atmosphere. The Earth has a solid inner core that is surrounded by a liquid outer core. The inner core is a solid section of the Earth and is unattached to the mantle, being suspended by the molten outer core. The inner core is predominantly iron metal with significant amounts of the element nickel. This inner layer in mutual combination with the rotational motion of the Earth creates a dynamo effect where a force field is generated. This field is also known as Earth’s magnetic field. In terms of the physical aspects of the outer core, the layer is dense but not as dense as pure molten iron. Surrounding the entire dense, metallic core is a thick, hot, convective layer called the mantle. The crust consists of many continental and oceanic plates that have slowly moved and changed positions on the globe throughout geologic time.

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Clarifying objective: 6.E.2.2 Explain how crustal plates and ocean basins are formed, move and interact using earthquakes, heat flow and volcanoes to reflect forces within the earth. What came first: 3.E.2.2. Compare Earth’s land features (including volcanoes, mountains, valleys,

canyons, caverns, and islands) by constructing models, pictures, diagrams, and maps. 4.E.2.3 Give examples of how the surface of the earth changes due to slow processes such as erosion and weathering, and rapid processes such as landslides, volcanic eruptions, and earthquakes. What comes next: EEn.2.1.1 Explain how the rock cycle, plate tectonics, volcanoes, and earthquakes impact the lithosphere. EEn.2.1.4 Explain the probability of and preparation for geohazards such as landslides, avalanches, earthquakes and volcanoes in a particular area based on available data 5E Lesson

Cycle Lesson ideas

Engage Materials needed blank world map, scissors, glue, crayons, and a sheet of construction paper Introduce the theory of continental drift, explaining that scientist think the earth's continents were once a single land mass called Pangaea. Over time, the shifting of the tectonic plates caused Pangaea to break apart. As a result, the continents slowly drifted towards their present position. Students will color and cut out continents, then glue to construction paper to form Pangaea Discuss what happened as they tried to put them together. Did they fit exactly? Why or why not?

Explore Candy bar tectonics Materials: Snickers and Milky Way Students work with a partner each has different bar Have students use a fingernail to make a few breaks in the "crust" or top of the candy bar. To illustrate tension (associated with normal faults) have them gently pull on the edges of the candy bar. They will notice that the "plates" move apart to reveal the caramel/nuts or "asthenosphere". To illustrate the force of shearing (associated with lateral fault) have the students push the plates back together, then slide one half of the candy bar forward and the other backwards. To illustrate the force of compression (associated with reverse and thrust faults) have the students push on both ends of the candy bar to

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http://www.eduplace.com/ss/maps/pdf/world_cont.pdf



squeeze it together. They should notice the plates colliding and possible see one slide over the top of another. Students will answer questions in science notebook as they do each part of lab OR- You can have students complete the graham cracker model for plate tectonics.

Explain Have students complete the Dance of the Plates activity in Discovery Ed. You can also shoe the Plate Tectonics interactive video in Discovery ed.

Elaborate & Evaluate

Have students complete the Tectonic Forces activity in Discovery Ed.

Additional Resources CK12 textbook: Plate Tectonics Discovery Ed lesson: Plate Tectonics Teacher Notes:

The earth's plates sit on a dense, hot, somewhat melted layer of the earth. The plates move very slowly, pressing against one another in some places and pulling apart in other places, sometimes scraping alongside each other as they do. Mountains form as two continental plates, or an ocean plate and a continental plate, press together. There are worldwide patterns to major geological events (such as earthquakes, volcanic eruptions, and mountain building) that coincide with plate boundaries. Lithospheric plates on the scale of continents and oceans constantly move at rates of centimeters per year as a result of movements in the mantle coupled with characteristics of the plates themselves. Major geological events, such as earthquakes, volcanic eruptions, and mountain building, result from these plate motions. The crustal plates range in thickness from a few to more than 100 kilometers. Ocean floors are the tops of thin oceanic plates that spread outward from mid-ocean rift zones; land surfaces are the tops of thicker, less-dense continental plates. Earth is made up of 4 different layers: inner core, outer core, mantle, crust. Seismologists have studied how wave energy travels through the different layers of Earth. Waves have characteristics: frequency, wavelength, amplitude and speed. During an earthquake, energy is released into the Earth as: Primary waves, Secondary waves and Surface waves.

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http://sciencespot.net/Media/candybartectonics.pdf

https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CCoQFjAA&url=http%3A%2F%2Fmsdiazclass.wikispaces.com%2Ffile%2Fview%2FGraham%2BPlate%2BTectonics.doc&ei=PSS_UaeCDMi10QGBs4DwCw&usg=AFQjCNH21PMBPrKVREAnnKUzWHBQJ0q0Ew&bvm=bv.47883778,d.dmQ

http://app.discoveryeducation.com/player/view/assetGuid/bf5ab9c3-2227-45ad-8417-0dd8b1ad6b3b

http://app.discoveryeducation.com/player/view/assetGuid/1e18ed3b-572b-4ae3-9ae7-3d0cd35e5ada

http://app.discoveryeducation.com/player/view/assetGuid/20dfc48a-f4e4-48d2-a13f-c34d665befd5

http://www.ck12.org/book/CK-12-Earth-Science-For-Middle-School/r6/section/6.0/MS-Plate-Tectonics-%253A%253Arev%253A%253A-1-%253A%253Aof%253A%253A-Earth-Science-For-Middle-School/

http://science.discoveryeducation.com/topic.cfm?TID=ca5fc45f-47fe-4e42-80cd-b6535c6a57f5



Clarifying objective: 6.E.2.3 Explain how the formation of soil is related to the parent rock type and the environment in which it develops. What came first: 1.E.2.1 Summarize the physical properties of Earth materials, including rocks, minerals, soils, and water, that make them useful in different ways. 1.E.2.2 Compare the properties of soil samples from different places relating their capacity to retain water, nourish and support the growth of certain plants. 3.L.2.4 Explain how the basic properties (texture and capacity to hold water) and components (sand, clay and humus) of soil determine the ability of soil to support the growth and survival of many plants. 4.P.2.2. Explain how minerals are identified using tests for the physical properties of hardness, color, luster, cleavage, and streak. 4.P.2.3 Classify rocks as metamorphic, sedimentary or igneous based on their composition, how they are formed and the processes that create them. What comes next: EEn.2.1.1 Explain how the rock cycle, plate tectonics, volcanoes, and earthquakes impact the lithosphere. EEn.2.1.3 Explain how natural actions such as weathering, erosion (wind, water and gravity), and soil formation affect Earth’s surface. 5E Lesson

Cycle Lesson ideas

Engage Show the students three very different looking soil samples. Ask them to explain why they all look so different from one another. Explain the formation of soil and all of the components in the process. They can also complete the What’s the Dirt on Soil activity in Discovery Ed. Here is a photo of soil samples if you are unable to obtain actual samples. The first two samples on the left came from a mountain river with strong current and with granitic rocks in its catchment area, the third from a small, slow flowing creek with basaltic rocks in the surrounding. The fourth comes from a fine-grained soil with similar bedrock geology like the third sample and the last sample was collected from the entrance of a cave inhabited by birds (therefore lots of fragments of plants, snails and insects).

Explore & Explain

Discuss the power point on soil horizons. You can also have students complete the Soil Safari activity. Show students the interactive Rock Cycle video in Discovery Ed

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http://app.discoveryeducation.com/player/view/assetGuid/dde90a58-6fc4-4801-8176-5376e67eb9f5

http://blogs.scientificamerican.com/history-of-geology/files/2011/07/BRESSAN_Soil_Samples.jpg

http://cmapp.wcpss.net/uploads/files/ms_science/g6_science/g6sci_86_horizonpowerpoint.pptx

http://school.discoveryeducation.com/schooladventures/soil/soil_safari.html

http://player.discoveryeducation.com/player.cfm?guidAssetID=78f5dd78-e33d-4304-b4c6-f32984a72e46&productCode=DSC



Here is a good site that explains how rocks, minerals, and soil are related. Please note that minerals are not part of this objective.

Elaborate Students can complete the soil pudding lab.

Have students complete the Rocks Around the Clock activity in Discovery Ed

Evaluate You can have students complete the soil quiz or develop your own assessment.

Additional Resources CK12 textbook: Weathering and Formation of Soil

Discovery Ed lesson: Soil Erosion by Gravity Erosion by Water

Teacher Notes: Although weathered rock is the basic component of soil, the composition and texture of soil and its fertility and resistance to erosion are greatly influenced by plant roots and debris, bacteria, fungi, worms, insects, rodents, and other organisms. The upper-most layer of the continental crust is covered by soil. The ingredients in soils can vary from place to place and around the Earth. Different soils have many properties such as texture, particle size, pH, fertility and ability to hold moisture. Depending upon the combination of properties, soils have great variability in their ability to support structures and plant growth. Forces deep inside Earth and at the surface produce a slow cycle that builds, destroys, and changes the rocks in the crust. Plate movements start the rock cycle by helping to form magma, the source of igneous rocks. Plate movements also cause faulting, folding and other motions of the crust that help to form sedimentary and metamorphic rock. Minerals form as hot magma cools inside the crust, or as lava hardens on the surface. When these liquids cool to a solid state, they form crystals. When elements and compounds that are dissolved in water leave a solution, crystallization of minerals occurs. Soil is a mixture of: rock particles, minerals, decayed organic matter, water and air. Soil forms as rock is broken down by weathering and mixes with other materials on the surface.

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http://www.rocksforkids.com/RFK/howrocks.html

http://cmapp.wcpss.net/uploads/files/ms_science/g6_science/g6sci_86_soilpuddinglab.docx

http://player.discoveryeducation.com/player.cfm?guidAssetID=e95531a2-0e68-4634-8940-b817ec6b104a&productCode=DSC

http://cmapp.wcpss.net/uploads/files/ms_science/g6_science/g6sci_86_soilquiz.docx

http://www.ck12.org/book/CK-12-Earth-Science-For-Middle-School/r6/section/9.0/MS-Erosion-and-Deposition-%253A%253Arev%253A%253A-1-%253A%253Aof%253A%253A-Earth-Science-For-Middle-School/

http://www.ck12.org/book/CK-12-Earth-Science-For-Middle-School/r6/section/9.0/MS-Erosion-and-Deposition-%253A%253Arev%253A%253A-1-%253A%253Aof%253A%253A-Earth-Science-For-Middle-School/

http://science.discoveryeducation.com/concept.cfm?CID=3b9047c3-4bd9-4199-b51e-6c194a9de43c

http://science.discoveryeducation.com/concept.cfm?CID=207cd29e-0f0c-4042-84ed-980273788727

http://science.discoveryeducation.com/concept.cfm?CID=9a8a5684-e13f-498b-9a8b-6b55e7820e2c



Clarifying objective: 6.E.2.4 Conclude that the good health of humans requires: monitoring the lithosphere, maintaining soil quality and stewardship. What came first: 1.L.1.3 Summarize ways that humans protect their environment and/or improve conditions for the growth of the plants and animals that live there. (e.g., reuse or recycle products to avoid littering.) 4.L.1.1 Give examples of changes in an organism’s environment that are beneficial to it and some that are harmful. 4.L.1.3 Explain how humans can adapt their behavior to live in changing habitats (e.g., recycling wastes, establishing rain gardens, planting trees and shrubs to prevent flooding and erosion). What comes next: EEn.2.2.1 Explain the consequences of human activities on the lithosphere (such as mining, deforestation, agriculture, overgrazing, urbanization, and land use) past and present. EEn.2.8.4 Evaluate the concept of “reduce, reuse, and recycle” in terms of impact on natural resources. 5E Lesson

Cycle Lesson ideas

Engage Each student needs a sheet of paper and on one side draw a line down the middle. Ask the students to close their eyes and imagine a large thriving farm with rows and rows of crops. Now have them open their eyes and draw that farm on one side of the line. Now have them imagine that same farm but the crops are not growing because the soil has not been taken care of. Now have the students draw that picture on the other side of the line.

Ask students what they saw and the differences between the two farms.

Have them turn over to the other side of the paper and with a partner brainstorm some ideas of how the soil could be protected and conserved so the second farm will not happen.

Explore Have students complete a Soil Erosion modeling lab. I have included a link to one example but there are many others out there.

Explain Go through soil conservation powerpoint

Elaborate Give each group a scenario and have them come up with solutions

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http://www.exploringnature.org/db/detail.php?dbID=45&detID=704

http://cmapp.wcpss.net/uploads/files/ms_science/g6_science/soil_conservation.pptx



1. A farmer notices that his crops are being destroyed by wind. They are starting to lean to one side, and the soil is blowing across the field. What can he do to better conserve the soil? Explain & draw a picture.

2. A neighbor of yours is getting ready to plant a garden of flowers in his backyard. He asks you for ideas on how to conserve soil. You notice that his backyard has a lot of hills. What do you suggest? Explain & draw a picture.

3. Your parents decide to put mulch around the trees in your yard. Each time after it rains, you notice the amount of mulch is decreasing. Why is this? What do you tell your parents to prevent this from happening? Explain & draw a picture

4. Your uncle has had a farm for 20 years. Each year he plants potatoes on the left field. This year, half of his potatoes died. What should he do next year? Explain & draw a picture.

5. You live in house that has a long, steep driveway. Your mom plants flowers beside the driveway. However, each time it rains the soil runs down the hill. What should she do? Explain & draw a picture.

6. Your grandfather is a farmer. You hear him complain about how his crops are not doing well. You know that we have the same amount of rainfall as last year. What might he need to do to improve the crops next year? Explain & draw a picture.

Evaluate

Additional Resources CK12 textbook: Human Actions and the Land

Discovery Ed lesson: Erosion by Gravity Erosion by Water

Teacher Notes:

The environment may contain dangerous levels of substances that are harmful to human beings. Therefore, the good health of individuals requires monitoring the soil, air, and water and taking steps to make these factors safe for all organisms. Evaluate ways in which human activities have affected Earth’s pedosphere and the measures taken to control the impact: vegetative cover, agriculture such as contour plowing, conservation plowing, land use, nutrient balance (crop rotation), and soil as a vector. Technology, such as remote sensing, has allowed humans to better study the human impact on soil quality and erosion processes so that the soil can be protected and preserved. Over time, remote sensing information can tell us how humans are constantly changing the surface of the Earth and what impact these changes are likely to produce. Technologies

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http://www.ck12.org/book/CK-12-Earth-Science-For-Middle-School/r6/section/19.0/


http://science.discoveryeducation.com/concept.cfm?CID=207cd29e-0f0c-4042-84ed-980273788727

http://science.discoveryeducation.com/concept.cfm?CID=9a8a5684-e13f-498b-9a8b-6b55e7820e2c



can also assist in finding ways to help prevent erosion. It is important that humans be stewards of the pedosphere.

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Clarifying objective: 6.E.1.1 Explain how the relative motion and relative position of the sun, Earth and moon affect the seasons, tides, phases of the moon, and eclipses. What came first: 1.E.1.1 Recognize differences in the features of the day and night sky and apparent movement of objects across the sky as observed from Earth. 1.E.1.2 Recognize patterns of observable changes in the Moon’s appearance from day to day. 3.E.1.1 Recognize that the earth is part of a system called the solar system that includes the sun (a star), planets, and many moons and the earth is the third planet from the sun in our solar system. 4.E.1.1 Explain the cause of day and night based on the rotation of Earth on its axis. 4.E.1.2. Explain the monthly changes in the appearance of the moon, based on the moon’s orbit around the Earth. What comes next: EEn.1.1.1 Explain the Earth’s motion through space, including precession, nutation, the barycenter, and its path about the galaxy. EEn.1.1.2 Explain how the Earth’s rotation and revolution about the Sun affect its shape and is related to seasons and tides. 5E Lesson

Cycle Lesson ideas

Engage Complete the virtual labs from SAS on Seasons, Eclipses, and Tides. Discuss any misconceptions the students may have.

Explore Have students complete the Earth’s Rotation Lab.

Explain Seasons power point and notes. Moon power point and notes Please note that the students need to understand the relationship between the Earth, moon, and sun. They do NOT need to memorize the phases of the moon.

Elaborate Have students complete the online activity from BBC

They can also complete the “Lunar Myths” activity from SAS. Discuss this activity with your Social Studies teacher to see if it could be a cross-curricular activity.

Evaluate Have students write a story about how our world would be different if

we did not have a moon or sun. They could use the format of a thank you letter from the Earth to the sun and moon.

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http://www.sascurriculumpathways.com/portal/Launch?id=1386



http://cmapp.wcpss.net/uploads/files/ms_science/g6_science/g6sci_101_rotation_lab.docx

http://cmapp.wcpss.net/uploads/files/ms_science/g6_science/g6sci_101_earth_tilt_notes.pptx

http://cmapp.wcpss.net/uploads/files/ms_science/g6_science/g6sci_101_earth_tilt_notes.docx

http://cmapp.wcpss.net/uploads/files/ms_science/g6_science/g6sci_106_moonnotes.ppt.pptx

http://cmapp.wcpss.net/uploads/files/ms_science/g6_science/g6sci_106_moonnotes.doc.docx

http://www.bbc.co.uk/schools/ks2bitesize/science/physical_processes/earth_sun_moon/play.shtml

http://www.sascurriculumpathways.com/portal/Launch?id=447&bhcp=1




CK12 textbook: Earth, Moon, Sun Teacher Notes:

The number of hours of daylight and the intensity of the sunlight both vary in a predictable pattern that depends on how far north or south of the equator the place is. This variation explains why temperatures vary over the course of the year and at different locations. The Earth’s moon revolves around the Earth as both go through space and revolve around the Sun. From Earth, our moon appears in a series of phases that repeat in a regular cycle. Since the rotational period of the moon is the same as its period of revolution around the Earth, the same side of the moon is always viewed from Earth. The moon and the Sun each exert a gravitational pull on the Earth. These gravitational forces can be aligned or in opposition to one another. These forces as well as the Earth rotation have a major impact on the Earth’s ocean tides. Ocean tides follow a predictable pattern. The alignment of the Sun, Earth and Moon can produce shadows on the Earth or Moon resulting in Lunar or Solar Eclipses. Eclipses are also predictable. The Earth’s north-south axis is tilted at an angle, as compared with the plane of its revolution around the Sun. The rotation of the Earth causes all parts of the Earth to experience periods of daylight and darkness. The revolution of the Earth around the Sun on its tilted axis along with its daily rotation causes varying lengths of daylight on the Earth’s surface as well as changes in the directness and intensity of sunlight. This results in a yearly cycle of seasons for much of the Earth’s surface. The tilt of the Earth’s axis also results in the seasons being ‘reversed’ in the Northern and Southern hemispheres. (e.g.: winter in North America corresponds to summer in South America.)

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http://www.ck12.org/book/CK-12-Earth-Science-For-Middle-School/r5/section/24.0/MS-The-Solar-System-%253A%253Arev%253A%253A-1-%253A%253Aof%253A%253A-Earth-Science-For-Middle-School/



Clarifying objective: 6.E.1.2 Explain why Earth sustains life while other planets do not based on their properties (including types of surface, atmosphere and gravitational force) and location to the Sun. What came first: 3.E.1.1 Recognize that the earth is part of a system called the solar system that includes the sun (a star), planets, and many moons and the earth is the third planet from the sun in our solar system. What comes next: EEn.1.1.3 Explain how the sun produces energy which is transferred to the Earth by radiation. EEn.1.1.4 Explain how incoming solar energy makes life possible on Earth. 5E Lesson

Cycle Lesson ideas

Engage Have students think about finding the perfect place to grow a plant. It should have just the right amount of sunlight, be a specific temperature, just the right soil, etc. If you provide the perfect conditions, your plant will grow very well. Now, compare this to the “placement of the Earth”. What makes Earth the perfect place to live? We have specific temperatures, amount of sunlight, soil, water, etc. Do other planets have all of these things?

Explore Have students take a virtual tour of the solar system. Have the students think about why we could not live on another planet.

Explain Discuss the article from Discovery Ed.

Elaborate & Evaluate

Have students write a travel brochure for planet Earth. What makes it a great place to live? Make sure it includes comparisons to other planets (types of surfaces, atmosphere, gravitational force, location to the sun).

Additional Resources CK12 textbook: Earth, Moon, Sun Teacher Notes: Eight planets of very different size, composition, and surface features move around the sun in nearly circular orbits. Some planets have a variety of moons and even flat rings of rock and ice particles orbiting around them. Some of these planets and moon show evidence of geologic activity. The earth is orbited by one moon, many artificial satellites, and debris. The Solar System consists of the Sun, planets, moons, asteroids, meteors, comets, dust, gases and primarily empty space. The Sun is the major source of heat and light for the solar system. Everything in the solar system is under the direct influence of the Sun's gravitational pull. Planets are the largest objects in the solar

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http://www.seasky.org/solar-system/solar-system.html

http://app.discoveryeducation.com/player/view/assetGuid/DED3D8B4-D9E2-401A-8EAE-2A84FD060A81

http://www.ck12.org/book/CK-12-Earth-Science-For-Middle-School/r6/section/24.0/MS-The-Solar-System-%253A%253Arev%253A%253A-1-%253A%253Aof%253A%253A-Earth-Science-For-Middle-School/



system and due to the Sun's gravitational pull; they revolve around the sun with known frequencies. Atmosphere is a layer of air, made up of many layers and gases that surround the Earth's surface keeping humans safe from the sun's radiation. The Earth formed in just the right place with just the right ingredients for life to flourish. Our planet has liquid water, a breathable atmosphere and a suitable amount of sunshine to sustain life.

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Clarifying objective: 6.E.1.3 Summarize space exploration and the understandings gained from them. What came first: 3.E.1.1 Recognize that the earth is part of a system called the solar system that includes the sun (a star), planets, and many moons and the earth is the third planet from the sun in our solar system. What comes next: EEn.1.1.1 Explain the Earth’s motion through space, including precession, nutation, the

barycenter, and its path about the galaxy. 5E Lesson

Cycle Lesson ideas

Engage Students are asked: What are some examples of objects in the universe that the human eye cannot see? Have students work with partner(s) to come up with ideas. Have each group give one example which can be written on the board or on chart paper. Then ask students: Why do you think man has wanted to explore space? Again have them work with a partner(s) to come up with ideas. Have each group give one example which can be written on the board or chart paper. Discuss their answers as a group. Address any misconceptions You can also have them watch the NASA video “Where Were You When Curiosity Landed on Mars?” This is a great video to show students how exciting space exploration can be.

Explore & Explain

Have students explore the interactive timeline from National Geographic. The timeline includes video clips and other documents for many of the events on the timeline. Please note that it only goes to 2007.

Elaborate Students are to write an argumentative essay on the moon landing. How do we know that it happened? Use various details and facts to support your position. (Examples from both movies; flag waving, shadows). Here is a document to help students complete their paper.

See Rubric

Videos:

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http://www.youtube.com/watch?v=K7ukJCZfDkY

http://www.youtube.com/watch?v=K7ukJCZfDkY

http://science.nationalgeographic.com/science/space/space-exploration/

http://depts.washington.edu/owrc/Handouts/Argumentative%20Paper%20Format.pdf

http://www.google.com/url?sa=t&rct=j&q=&esrc=s&frm=1&source=web&cd=2&cad=rja&ved=0CDoQFjAB&url=http://ajones.cmswiki.wikispaces.net/file/view/Rubric_Argumentative_Essay%5B1%5D.docx&ei=JTF1UZP4Mo7c9QTt3QE&usg=AFQjCNF2NsG5B9BEFCOHSkcI13P-VkTxkQ&sig2=x6meTylB-Vgqh00hfGN48g



Show students the Moon landing video

http://www.youtube.com/watch?v=RMINSD7MmT4 (2:00)

Students should be taking notes in their notebooks of facts they feel are important.

Mythbusters Moon Landing Hoax videos - watch in order shown

http://www.youtube.com/watch?v=Wym04J_3Ls0 (4 minutes)

http://www.youtube.com/watch?v=MtWMz51eL0Y (4 minutes)

**PLEASE NOTE- WE WANT STUDENTS TO COMPARE WHAT THEY LEARNED FROM THE VIDEO IN RELATION TO WHAT THEY HAVE READ IN THEIR TEXTBOOK. WE ARE NOT CONDONING THE BELIEF THAT THE MOON LANDING WAS A HOAX AND WE DO NOT WANT STUDENTS TO LEAVE WITH THAT BELIEF. PLEASE MAKE SURE THEY ARE READING FACTUAL INFORMATION IN ADDITION TO WATCHING THE VIDEOS. THE PURPOSE IS TO BE ABLE TO COMPARE WHAT THEY SAW WITH WHAT THEY READ. THE VIDEOS SHOULD NOT BE SHOWN IN ISOLATION.

Evaluate Have students develop a space exploration timeline. Have them

include the understandings gained from each event on the timeline. Here is a sample timeline to get you started.

Additional Resources CK12 textbook: Observing and Exploring Space Teacher Notes:

Space exploration has allowed humans to learn much about the workings of the solar system, the composition of planets and moons, and the effects of many types of solar radiation on the Earth and its inhabitants. In preparing for the challenges of space exploration, people have developed tools and products that have become very important in enriching our lives. Humans have traveled to the moon, landed probes on Mars and Venus, and sent probes speeding past Jupiter, Saturn and Uranus. An International Space Station, through the joint effort of many countries, was built to allow space to be studied continually. We also had the Hubble Telescope built so scientists could learn much more about the uniqueness of Earth and its place in our solar system and universe. Scientists have also learned that there are millions of galaxies in space, each containing solar systems. Many of our modern conveniences such as microwaves and hand held calculators are the result of products developed for use in the space program. The Chandra X-ray Observatory is part of NASA’s fleet of “Great Observatories” along with the Hubble Space Telescope, the Spitizer Space Telescope and the now de-orbited

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http://www.youtube.com/watch?v=RMINSD7MmT4

http://www.youtube.com/watch?v=Wym04J_3Ls0

http://www.youtube.com/watch?v=MtWMz51eL0Y

http://www.seasky.org/space-exploration/space-timeline-menu.html




Compton Gamma Ray Observatory. Chandra allows scientists from around the world to obtain X-ray images of exotic environments to help understand the structure and evolution of the universe. Other telescopes, such as the Fermi-Gamma-ray Space Telescope has unveiled a previously unseen structure centered in the Milky Way. The feature spans 50,000 light-years and may be the remnant of an eruption from a supersized black hole at the center of our galaxy.

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Clarifying objective: 6.L.1.1- Summarize the basic structures and functions of flowering plants required for survival, reproduction and defense. What came first: 3.L.2.1 Remember the function of the following plant structures as it relates to the survival of plants in their environment: Roots – absorb nutrients; Stems – provide support; Leaves – synthesize food; Flowers – attract pollinators and produce seeds for reproduction. 3.L.2.2 Explain how environmental conditions determine how well plants survive and grow. 3.L.2.3 Summarize the distinct stages of the life cycle of seed plants. What comes next: Bio.2.1.2 Analyze the survival and reproductive success of organisms in terms of behavioral, structural, and reproductive adaptations. 5E Lesson

Cycle Lesson ideas

Engage Ask students why plants have flowers. Have them explain what would happen to an ecosystem if plants did not have flowers.

Explore Have students complete a virtual flower dissection. If you are able to obtain real flowers, it might be interesting to do an actual dissection. Help your struggling students by dragging one example into each box before they begin the virtual dissection.

Explain Discuss the flower dissection power point. Please feel free to adjust the slides as necessary. Have students complete a chart that summarizes each flower part. Please feel free to adjust the chart as necessary.

Elaborate Have students design a “super flower” that is best suited to survive a specific set of conditions. Have them “modify” 2 flower parts based on their specific condition.

For your struggling students-Provide specific details for the conditions in which the flower will live OR Give them a picture of a modified flower and ask them to determine which conditions in which it would best survive OR reduce the number of flower parts they need to modify.

Evaluate Work with your PLT to determine a rubric for the flower project. It should be based on science content and go beyond work habits.

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http://www.sciencekids.co.nz/gamesactivities/lifecycles.html

http://www.slideshare.net/bsvab/flower-dissection-review

http://cmapp.wcpss.net/uploads/files/ms_science/g6_science/6.l.1.1_chart.docx



Additional Resources CK12 textbook: Plants Teacher Notes: Animals and plants have a great variety of body plans and internal structures that contribute to their being able to make or find food and reproduce. The process of sexual reproduction in flowering plants takes place in the flower, which is a complex structure made up of several parts. Some parts of the flower are directly involved in fertilization and seed production. Other flower parts have functions in pollination. A flower is made up of six parts: petals-are leaf like, usually colorful structures arranged in a circle around the top of a flower stem. Sepals are modified leaves that encase the developing flower. They are sterile floral parts and may be either green or leaf like or composed of petal like tissue. Inside the circle of petals are the stamens. A stamen is the male reproductive structure of a flower. At the tip of the stamen is the anther. The anther produces pollen that contains sperm. At the center of the flower, attached to the top of the flower stem lie one or more pistils. The pistil is the female structure of the flower. The bottom portion of the pistil enlarges to form the ovary, a structure with one or more ovules, each containing one egg. When fertilization occurs the ovary grows into the fruit or vegetable. The length of night or dark period controls flowering.

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http://www.ck12.org/book/CK-12-Life-Science-For-Middle-School/r8/section/10.0/



Clarifying objective: 6.L.1.2 Explain the significance of the processes of photosynthesis, respiration and transpiration to the survival of green plants and other organisms. What came first: 5.L.2.3 Infer the effects that may result from the interconnected relationship of plants and animals to their ecosystem. What comes next: Bio.4.2.1 Analyze photosynthesis and cellular respiration in terms of how energy is stored, released, and transferred within and between these processes in the cell. 5E Lesson

Cycle Lesson ideas

Engage Ask students to describe what might happen if we did not have plants. What would we eat? Be sure to point out that all living things need plants to survive (food chain). What is happening in the plants that provides energy to other organisms? See if they can use the words “photosynthesis”, “respiration”, and “transpiration” when talking about the relationship between plants and animals.

Explore Take a plant and cover it with a clear bag secured at the base of the plant. Put the plant in a sunny location Have the students observe the amount of moisture that appears in the bag over the next week and make notions in their science notebook (The moisture that collects is condensation which is evidence of transpiration) You could also:(one per class with each one placed in a different location) Create a terrarium by placing a plant clipping through a hole in a small piece of cardboard, sealing the hole with petroleum jelly and placing it between two clear plastic cups. Fill the bottom cup with water and make sure the stem of the plant clipping is inside the water. Have the students record the amount of water placed in the cup. Create a second terrarium with the same amount of water and no plant clippings to act as the control. Place the terrariums near a sunny window. Have the students observe the moisture on the inside of the top cup Students will calculate the amount of water missing from the bottom of both cups and subtract the difference from the control cup to account

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for evaporation. This final figure represents the volume of water transpired by the plant clipping.

Explain Here is a video clip on Photosynthesis from Discovery Ed Here is a video clip on respiration from Discovery Ed Here is some general information on photosynthesis from biology4kids.

Elaborate Have students act out the processes of photosynthesis, transpiration, and respiration. Here are some ideas for the cast of characters:

The sun- provides energy to the plant The plant/chloroplast- the organelle in the plant that takes in the

energy from the sun along with carbon dioxide and water and converts them into oxygen, glucose (sugar). Explain that this process is called photosynthesis.

The animal- consumes the glucose, inhales the oxygen, and releases carbon dioxide and water (respiration).

. Evaluate Have the students compare photosynthesis and respiration by sorting

the following statements: “Food” accumulated “Food” broken down Energy from the sun stored in glucose Energy of glucose released Carbon Dioxide taken in Carbon dioxide released Oxygen released Oxygen taken in Produces glucose Requires glucose Requires Carbon dioxide & water Produces carbon dioxide & water Occurs only in light Occurs in light or dark Occurs only in the presence of chlorophyll Occurs in ALL living cells Have the students re-visit their thoughts from the engage portion. What would the world be like if we did not have plants? What would happen to humans?

Additional Resources CK12 textbook: Photosynthesis, Respiration Teacher Notes: One of the most general distinctions among organisms is between plants, which use

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http://app.discoveryeducation.com/player/view/assetGuid/376064B8-0C7D-4CBE-BC4D-3CD636A0130F

http://app.discoveryeducation.com/player/view/assetGuid/97F84673-DF0F-4D40-95BA-0AB8C33F0799

http://www.biology4kids.com/files/plants_photosynthesis.html





sunlight to make their own food (photosynthesis) and animals, which consume energy-rich foods. Photosynthesis and cellular respiration are complementary processes. Plants carry on photosynthesis and cellular respiration where food is broken down into energy. The requirements of one process are the products of the other.

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Clarifying objective: 6.L.2.1 Summarize how energy derived from the sun is used by plants to produce sugars (photosynthesis) and is transferred within food chains and food webs (terrestrial and aquatic) from producers to consumers to decomposers. What came first: 5.L.2.3 Infer the effects that may result from the interconnected relationship of plants and animals to their ecosystem. 6.L.1.2. Explain the significance of the processes of photosynthesis, respiration and transpiration to the survival of green plants and other organisms. What comes next: 8.L.3.3 Explain how the flow of energy within food webs is interconnected with the cycling of matter (including water, nitrogen, carbon dioxide and oxygen). Bio.2.1.1 Analyze the flow of energy and cycling of matter, such as water, carbon, nitrogen and oxygen, through ecosystems relating the significance of each to maintaining the health and sustainability of an ecosystem. 5E Lesson

Cycle Lesson ideas

Engage Ask students-Where do all organisms in an ecosystem get their energy? Discuss and address any misconceptions. Ask-Do all organisms in an ecosystem get their energy the same way? Discuss and address any misconceptions

Explore and Explain

Have students visit the Sheppard Software site for interactive activities about producers, consumers, and decomposers. You can pre-assign specific activities to students or set up stations around the room. If you do not have access to computers, you can do this activity as a whole class using the LCD projector.

Elaborate Have students use this scenario:

You are the sun. You want to make sure your energy is being delivered properly and effectively. You need to write “want ads” for a producer, consumer, and decomposer. Include information about the process they will use and the products they will produce. Here is an example:

Help Wanted:

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http://www.sheppardsoftware.com/content/animals/kidscorner/foodchain/producersconsumers.htm



We are looking for an individual that does not mind getting dirty! You will be responsible for consuming dead or decaying organisms. You will breakdown the organisms and return usable nutrients back to the environment.

Evaluate Assess their “want ads” for accurate information. You could also have students play the Food Chain Game.

Additional Resources CK12 textbook: Flow of Energy Teacher Notes:

Food provides molecules that serve as fuel and building material for all organisms. Plants use the energy from light to make sugars from carbon dioxide and water. Green plants are the producers of food that is used directly or indirectly by consumers. Plants can use the food they make immediately or store it for later use. Energy flows through ecosystems in one direction, from the sun through producers to consumers to decomposers. Matter is transferred from one organism to another and between organisms and their environments. Water, nitrogen, carbon dioxide, and oxygen are substances cycled between the living and non-living environments. Investigate how decomposers return nutrients to the environment—such as fungi on fallen logs, mold on bread. Explore the importance and role of bacteria in the guts of animals and plant roots at it relates to the recycling of matter.

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http://www.sheppardsoftware.com/content/animals/kidscorner/games/foodchaingame.htm




Clarifying objective: 6.L.2.2 Explain how plants respond to external stimuli (including dormancy and forms of tropism) to enhance survival in the environment. What came first: 3.L.2.2 Explain how environmental conditions determine how well plants survive and grow. 5.L.2.3 Infer the effects that may result from the interconnected relationship of plants and animals to their ecosystem. What comes next: Bio.2.1.2 Analyze the survival and reproductive success of organisms in terms of behavioral, structural, and reproductive adaptations. 5E Lesson

Cycle Lesson ideas

Engage Ask students to talk about their behaviors in different climates. If it is cold, they put on a coat. If it is hot, they go swimming, etc. Explain how plants have survival mechanisms too.

Explore & Explain

Here is a website that discusses plant responses. It goes beyond what the students need to know so it is not intended to use in its entirety. It includes great explanations on how different plants function in different biomes.

Elaborate Have students’ research “extreme plants”. They will make a presentation about their plant. You can allow student choice in how they will present their information. How does it survive? What makes it unique? Where is it found?

We will extend this activity in the next 5E lesson for 6.L.2.3 so you may want to combine the 2 activities if you are short on time.

Scaffolding technique-You can pre-select plants to research.

Evaluate Discuss the criteria for a rubric for this project with your PLT.

Additional Resources CK12 textbook: Plant Responses Teacher Notes: Changes in environmental conditions can affect the survival of individual organisms and entire species. Dormancy is a period of inactivity in a mature seed prior to germination; seed remains dormant until conditions are favorable for growth and development of the new plant. Plants have mechanisms that enable them to respond to their environment.

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http://leavingbio.net/Plant%20Responses.htm




Plants grow, reproduce, and shift the position of their roots, stems and leaves in response to environmental conditions such as gravity, sunlight, temperature and day length. Tropism is a plant’s turning or bending movement of an organism toward or away from an external stimulus such as light, heat or gravity. If the tropism is positive, the plant grows toward the stimulus. If the tropism is negative, the plant grows away from the stimulus. This enhances the survival rate for that plant in a given environment.

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Clarifying objective: 6.L.2.3 Summarize how the abiotic factors (such as temperature, water, sunlight, and soil quality) of biomes (freshwater, marine, forest, grassland, desert, Tundra) affect the ability of organisms to grow, survive and/or create their own food through photosynthesis. What came first: 3.L.2.2 Explain how environmental conditions determine how well plants survive and grow. 4.L.1.2 Explain how animals meet their needs by using behaviors in response to information received from the environment. 5.L.2.1 Compare the characteristics of several common ecosystems including estuaries and salt marshes, oceans, lakes and ponds, forests, and grasslands. 5.L.2.3 Infer the effects that may result from the interconnected relationship of plants and animals to their ecosystem. What comes next: 8.L.3.1 Explain how factors such as food, water, shelter, and space affect populations in an ecosystem. Bio.2.1.4 Explain why ecosystems can be relatively stable over hundreds or thousands of years, even though populations may fluctuate (emphasizing availability of food, availability of shelter, number of predators and disease). 5E Lesson

Cycle Lesson ideas

Engage This lesson comes from the teacher lesson plan collection in Discovery Ed. Explain to the class that a biome is a large region with distinctive vegetation and climate—such as a desert. Ask students to brainstorm other biomes of the world. Other examples include tropical rain forests, tundra, temperate forests, even the ocean. Each biome is influenced by abiotic factors—or the nonliving parts of an ecosystem, such as rainfall and temperature. Biotic factors refer to the living parts of an ecosystem, such as the unique species that live there. Ask students to think about how the abiotic factors of a biome influence its biotic factors. Encourage them to give specific examples.

Explore and

Decide how many biomes you would like the class to study, and divide the class into that many groups. Explain that each group will research one biome. (You may want to assign different biomes to make sure no two groups research the same one.) Possible biomes include a desert, Explain

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http://www.discoveryeducation.com/teachers/free-lesson-plans/unique-plants-of-the-biomes.cfm



tundra, a coniferous forest, a deciduous forest, a tropical rain forest, a temperate rain forest, an estuary, a marsh, a swamp, a pond, a lake, an ocean, or grassland. 3. Have each group research its biome. Make sure students include information about abiotic factors—annual rainfall, length of the growing season, average daily or monthly temperature, temperature extremes, and seasonal changes—as well as information about biotic factors—key organisms of the biome. Suggest that students use reference books from the library or the following Web sites:

What's It Like Where You Live?: Biomes of the World All about Nature: Biomes/Habitats Tour of Biomes Biology4Kids: Ecology

4. After learning basic facts about their biome, each group should pick a unique or characteristic plant that grows there. Have the groups research the plant in depth and record their findings on the Classroom Activity Sheet: Plant Data. They will be researching the following questions:

Describe the abiotic factors of the biome. Describe a unique characteristic of many of the plants living in

the biome. Describe the structure of your plant's roots, stems, or leaves.

How tall is it? What does it look like? Explain any unique adaptations of the plant you picked. How do

these adaptations help it survive in this biome? What abiotic factor of the biome has the greatest effect on this

particular plant? Do you think this plant could live in a biome with very different

abiotic factors? Why or why not? How does this plant fit into the existing food web of the biome?

5. As a homework assignment, have students complete the Take-Home Activity Sheet: Plant Profile. Students will sketch their plant, identify three adaptations, and color a world map to show the biome they researched and the range of their plant. Discussion Questions

1. Compare and contrast the climates of each biome. Which biomes had similar precipitation averages? Which biomes had similar average temperatures? 2. Did students come across any plant or animals common in multiple biomes? Discuss why specific plants or animals can live in more than one biome. 3. Choose an extreme environment of a specific biome and find out what type of plants live there. For example, look at plants that live on a rocky cliff or the frozen tundra. What adaptations help them

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http://mbgnet.mobot.org/sets/index.htm

http://www.allaboutnature.com/biomes/

http://www.cotf.edu/ete/modules/msese/earthsysflr/biomes.html

http://www.kapili.com/biology4kids/eco/index.html



survive these extreme climates? 4. Consider the biome in which you live. What plants live in this biome? How are they affected by abiotic and biotic factors? What can humans do to protect the plant life in your biome? 5. Compare and contrast the environmental factors that consistently threaten the population size of plants in each biome. Which plants are threatened? Suggest steps for protection. Is this plant population of concern for the entire world? Support your opinion with scientific information. 6. Choose an area of the world for a road trip and describe the biomes that you would encounter during your trip. For example, you might start a road trip in Washington, D.C., and travel west to California and then up the Pacific coast to Alaska. How could you distinguish one biome from another? What characteristics set each biome apart?

Elaborate Here is an activity from the Oh, Deer lesson that focuses on abiotic factors in the environment. It asks the students to graph the population data.

Evaluate Use the following three-point rubric to evaluate students' work during this lesson. Students should be able to conduct thorough research, set up an interesting presentation, and have detailed maps and drawings as part of their presentations.

Three points: students were able to work successfully in their groups to complete the research project; students displayed a thorough understanding of their biome and answered all the questions about their plant; students included complete maps and diagrams in their presentations and were able to convey information clearly to the class

Two points: students worked somewhat successfully in their groups to complete the research project; students displayed a general understanding of their biome and answered most of the questions about their plant; students included some visual elements in their presentations and were able to convey the information adequately to the class

One point: students worked in groups to complete the research project; students developed some understanding of their biome and answered half of the questions about their plant; students completed their display and were able to present the information to the class


CK12 textbook: Limiting Factors to Population Growth Teacher Notes: The world contains a wide diversity of physical conditions, which creates a wide variety of environments: freshwater, marine, forest, desert, grasslands, mountain, and others. In any particular environment, the growth and survival of organisms depend on the

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http://www.riverventure.org/charleston/resources/pdf/population%20study%20game.pdf

http://www.ck12.org/book/CK-12-Life-Science-Concepts-For-Middle-School/r20/section/12.5/



physical conditions. Environmental factors that affect an organism’s ability to survive in its environment, such as food availability, predators, and temperature, are limiting factors. A limiting factor is any biotic or abiotic factor that restricts the existence, number, reproduction, or distribution of organisms. For example, at high elevations, temperatures are too low, winds too strong and the soil too thin to support the growth of large trees. Vegetation is limited to small, shallow-rooted plants, mosses, ferns and lichen. Factors that limit one population in a community may also have an indirect effect on another population. For example, a lack of water could limit the growth of grass in grassland, reducing the number of seeds produced. The population of rabbits dependent on those seed for food will also be reduced and the hawks depending on the rabbits will be reduced too as a result of a decrease in their food supply. Another factor for survive is the ability of an organism to withstand fluctuations in biotic and abiotic environmental factors. The limits of an organism’s tolerance are reached when the organism receives too much or too little of some environmental factor. Organisms become fewer as conditions move toward either extreme of the range of tolerance (too much or too little).

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WCPSS Middle School Science

Department of Academics

Documents

6th Grade Science - PBworks · WCPSS 6th Grade Pacing Guide ... processes and behaviors of plants that enable them to survive and reproduce